More from this theme<\/p>\n
Recent articles<\/p>\n
Student Disengagement Starts Early<\/p>\n
Student disengagement is a big problem \u2013 and it\u2019s hitting our most disadvantaged learners the hardest. According to the Pearson School Report 2025, 69% of secondary educators expect disengagement to be a major barrier to learning in the next six months. Worryingly, this isn\u2019t a new trend. Year after year, schools with higher numbers of students eligible for free school meals report the steepest drops in motivation and participation.\u00a0<\/p>\n
The transition to secondary school is often a tipping point. In Mind the Engagement Gap: A National Study of Pupil Engagement in England\u2019s Schools, Professor John Jerrim found that \u201cmore than one in four pupils begin to disengage from school during Year 7 [\u2026] with engagement particularly low among girls and disadvantaged pupils.\u201d\u00a0<\/p>\n
Creating Equal Pathways to Opportunity<\/p>\n
These early cracks in engagement can grow into lasting disengagement and inequality. With the upcoming Curriculum Review and the Shadow Curriculum Review, there is a clear call for change. The youth-led reform paper warns of \u201cenjoyment, trust, agency, and sense of safety in sharp decline\u201d amongst students \u2013 and calls for a national \u201cenrichment guarantee\u201d of at least 80 hours a year to ensure fair access to meaningful learning.<\/p>\n
As the Centre for Young Lives notes in Beyond the Classroom, \u201cthe links between enrichment and attendance are likely to be compounded for children and young people in poverty.\u201d Those who are most in need of inspiration and opportunity are often the least likely to access it.<\/p>\n
The challenge is clear: we must find new ways to re-engage students \u2013 especially those already at risk of falling behind.<\/p>\n
\u201cOur education system cannot continue to play catch-up with advancements in technology and the workplace \u2013 we must put the foundations in place to equip every young person with the skills they\u2019ll need to thrive.\u201d Janeen Hayat, Director at The Fair Education Alliance (Pearson School Report 2025)<\/p>\n<\/p>\n
Discover Apps for Good<\/a><\/p>\n For 15 years, Apps for Good<\/a> has been championing digital education, empowering young people from all backgrounds \u2013 especially girls and those from underrepresented backgrounds \u2013 to thrive. Our free, introductory computing courses put young people in the driving seat, encouraging them to draw on their lived experiences to tackle real-world challenges that matter to them.<\/p>\n \u201cStudents\u2019 cultural and lived experiences should be recognised as valuable and important forms of knowledge, and should be proactively brought into the classroom.\u201d\u00a0 Shadow Curriculum Review<\/p>\n Students don\u2019t just learn coding and digital literacy \u2013 independent learning is central. The ability to learn independently about something they care about\u00a0 helps them grow into effective problem solvers and confident decision makers \u2014 crucial skills for thriving in any future career, especially in the digital economy.<\/p>\n \u201cAs a teacher, I\u2019ve thoroughly enjoyed delivering this programme because it hasn\u2019t been teacher-led. It\u2019s been about empowering our young people through this idea of a problem and finding a solution [\u2026] and enabling them to really develop as young people.\u201d Somaira Younis, Teacher at Shireland Collegiate Academy\u00a0<\/p>\n Engaging Learners Again\u00a0<\/p>\n To engage a diverse range of learners, courses are specifically designed for KS3\/S1\u20133 students to excite them at a pivotal stage in their school journey. Students create app prototypes in teams to address social issues that are important to them. Real-world relevance fuels motivation and ensures they\u2019re not just learning digital and essential skills \u2014they\u2019re applying them in meaningful ways that reflect their values and experiences.<\/p>\n Students develop skills like communication, teamwork \u2013 and, importantly, confidence. Computing doesn\u2019t flourish through passive learning. That\u2019s why we promote dynamic, hands-on classrooms that reflect the energy of the real world and support students in becoming active, engaged citizens. Virtual industry engagement opportunities are integrated into the course, bringing that real-world experience directly into the classroom.<\/p>\n Adaptable for Every School<\/p>\n Courses are accessible for both computing teachers and non-specialist teachers. With a flexible delivery model \u2013 whether taught in curriculum or enrichment time \u2013 they help save time, reduce reliance on specialist staff, and deliver high-quality computing that prepares students for the future.<\/p>\n Schools can choose from three themes \u2013 Social Action, Climate Action, and AI for Good. Thanks to their flexibility, many schools deliver the courses during enrichment time, whilst others integrate the course into existing schemes of learning, making them a core, cross-curricular element. As LiFE Multi-Academy Trust puts it:\u201cWe don\u2019t see it as an add-on, [it\u2019s a] central piece that can enrich multiple areas of the curriculum. For us, the course forms the core of a cross-curricular project.\u201d\u00a0\u00a0<\/p>\n Building Confidence, Skills, and Positive Futures<\/p>\n In 2023\/24, our courses reached 701 schools, 30,143 young people, and 841 teachers. 70% of student survey respondents agreed that they learn independently in computing lessons after doing the course and 71% said they felt more determined to learn in computing lessons following the course. Looking ahead, 35% were inspired to study computing or a related subject, and 34% to pursue a career in digital technology.<\/p>\n \u201cWhen I started, I had no real interest in Computer Science, but 1756127349 I\u2019ve actually changed one of my GCSE options to Computer Science, which really shows how much this has influenced me.\u201d Ellie, Student at Cedar\u2019s Upper School<\/p>\n \u201cStudents who might once have felt disconnected from computing \u2013 those who didn\u2019t think of themselves as \u201ctechy\u201d \u2013 are now fully engaged. They\u2019re developing digital confidence, critical thinking, and communication skills, all while working on projects that matter to them.\u201d Steve Hall, Deputy Director of School Improvement at LiFE Multi-Academy Trust<\/p>\n We\u2019re proud to see year-on-year evidence that our work is boosting confidence, skills and interest in computing \u2013 particularly amongst underrepresented groups like girls. Women make up just 20% of the UK tech workforce \u2013 this is a narrative we\u2019re actively seeking to change.<\/p>\n \u201cIt is often said that Apps for Good is a good first step to get women into technology. This year, we\u2019ve seen an encouraging increase in the number of girls choosing computing subjects.\u201d Kamona Karim, Teacher of Computing at Putteridge High School<\/p>\n Get in Touch\u00a0<\/p>\n We work closely with schools across the UK to deliver free computing courses and we\u2019d love to explore how our resources can support your students.<\/p>\n Book a 30-minute call with our former teacher and Education Community Manager, Kathy, here<\/a>.<\/p>\n