Media literacy is becoming a vital skill, but many UK schools are failing to teach it effectively, according to a new House of Lords report, according to a report in School Management Plus.
The report warns that weak media literacy undermines social cohesion, mental health, and even democracy. It highlights that misinformation, bias, and distrust are now everyday challenges in schools.
TikTok, YouTube, and other platforms dominate as news sources for young people. The line between advertising, opinion, and fact has become increasingly blurred. Teachers report that students often repeat misinformation without recognizing bias.
Despite these risks, media literacy is often treated as a curricular afterthought. A First News survey found most teachers see it as essential, but many schools provide only a one-off lesson or assembly each year.
The Lords committee calls for media literacy to be embedded across subjects. English and history classes could explore rhetoric, online reviews, and how digital platforms shape narratives. Guidance department leaders or counselors are being encouraged to develop a core curriculum that evolves with students.
Teachers also need stronger support. Only 5% feel confident teaching media literacy. The report recommends professional training, shared strategies, and a whole-school approach similar to programs and supports for students with learning differences, disabilities, or other additional needs.
Parents, too, must be included, the report finds. Many feel helpless about their children’s online worlds. Schools are urged to provide regular guidance and dialogue rather than one-off safety talks.
The report concludes that media literacy can no longer be an add-on. It must be treated as a central mission if schools are to prepare students for today’s information environment.
