Browse content similar to 2017. Check below for episodes and series from the same categories and more!
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Coming up shortly, Jim Naughtie talks to the Pulitzer prize-winning | :00:00. | :00:22. | |
writer Siddhartha Mukherjee in Meet the Author. | :00:23. | :00:24. | |
Today marks the annual BBC News School Report. | :00:25. | :00:26. | |
It gives 11-16 year-old students in the UK the chance | :00:27. | :00:28. | |
to make their own news reports for a real audience. | :00:29. | :00:31. | |
An increasing number in that age-range struggle | :00:32. | :00:32. | |
with feeling unhappy, self conscious, according | :00:33. | :00:34. | |
to a special survey carried out as part this year's School Report. | :00:35. | :00:36. | |
Bryony MacKenzie caught up with Jordan Stevens, | :00:37. | :00:38. | |
from the Rizzle Kicks, who started his own social media | :00:39. | :00:46. | |
campaign to get young people talking openly about mental health. | :00:47. | :00:52. | |
# Mama do the hump mama do the hump hump, mama. | :00:53. | :00:54. | |
# Won't you please let me do the hump hump...#. | :00:55. | :00:57. | |
He found fame with a hip-hop duo, Rizzle Kicks, now Jordan | :00:58. | :00:59. | |
is being asked tough questions by school reporters about the tough | :01:00. | :01:04. | |
Have you or someone close to you experienced either mental | :01:05. | :01:16. | |
health issues or the stigma attached to that? | :01:17. | :01:18. | |
In school during my GCSEs I got diagnosed with ADHD. | :01:19. | :01:22. | |
I was always the hyper kid, I got told to calm down all the time | :01:23. | :01:27. | |
and it is the most infuriating thing for someone who cannot calm down. | :01:28. | :01:30. | |
Jordan began his own social media campaign to get young people talking | :01:31. | :01:38. | |
Becoming like famous gives you all this kind of stuff, | :01:39. | :01:45. | |
you know, and I was able to afford a flat and these kind of things that | :01:46. | :01:49. | |
people are like working day in day out to try and get but the reality | :01:50. | :01:52. | |
is that does not compensate for any kind of emotional stability, | :01:53. | :01:58. | |
in fact, it can often contribute to quite poor emotional stability. | :01:59. | :02:01. | |
According to a School Report survey, half of all pupils admit to having | :02:02. | :02:07. | |
negative feelings, but do not ask for help. | :02:08. | :02:09. | |
Being in Year nine, sort of changing as a person, | :02:10. | :02:12. | |
it is a way to control change and it was something that | :02:13. | :02:15. | |
Florence developed anorexia when she was 14. | :02:16. | :02:18. | |
The reason I did not come out and say what I had been | :02:19. | :02:22. | |
through and what happened was because people did not | :02:23. | :02:24. | |
understand where I was coming from and, you know, it took a lot | :02:25. | :02:27. | |
of guts for me to say I had a problem and also I was in denial | :02:28. | :02:31. | |
because I was embarrassed and I thought that it was not normal | :02:32. | :02:34. | |
and it was not something that was OK. | :02:35. | :02:39. | |
Jordan wants his message to reach primary aged children. | :02:40. | :02:41. | |
To just remove the idea that it is kind of like some taboo, | :02:42. | :02:45. | |
to be open about how you feel and your mentality is, | :02:46. | :02:47. | |
Giving help to those who need it even earlier. | :02:48. | :02:56. | |
The survey commissioned by BBC School report to assess how teachers | :02:57. | :02:59. | |
and students feel about mental health provisions suggests that half | :03:00. | :03:02. | |
of young people who experience negative feelings do not ask | :03:03. | :03:05. | |
for help - and a third of 11-16 year olds do not feel confident enough | :03:06. | :03:08. | |
People cannot see mental health. It does not surround you like a bubble. | :03:09. | :03:23. | |
If you have a broken leg, you can show somebody an x-ray and they will | :03:24. | :03:29. | |
go, oh, yes, you have a broken leg. The mental health is so personal and | :03:30. | :03:35. | |
so scary and so, you know closed. People keep it to themselves. It is | :03:36. | :03:39. | |
something embarrassing, weather or not there is a stigma around it, you | :03:40. | :03:43. | |
do not feel as though you functioning the way a normal human | :03:44. | :03:47. | |
being should, and that is something in is scary in its often people do | :03:48. | :03:52. | |
not publicise that. Just because someone has a mental health issue, | :03:53. | :03:55. | |
does not make them different, but similar. They do have a difference, | :03:56. | :04:01. | |
but we are all human beings. And we all have our own opinions and our | :04:02. | :04:06. | |
own attitudes and just because someone has OCD or mental health | :04:07. | :04:10. | |
issues, it does not change that person massively. Mental health is | :04:11. | :04:17. | |
not an issue we find easy to talk about. Most of the time, we don't | :04:18. | :04:21. | |
say anything at all and often, suffer the consequences. Here at our | :04:22. | :04:28. | |
school we found a way to tackle this. We've introduced a scheme | :04:29. | :04:32. | |
called what's on your mind which it sees supervising pupils giving | :04:33. | :04:36. | |
lessons mental health younger pupils. I think it is much better | :04:37. | :04:39. | |
when it is young people talking about mental health to other young | :04:40. | :04:42. | |
people. I believe that if this is delivered the way... In this way, I | :04:43. | :04:48. | |
would have taken a much more seriously. We've been doing | :04:49. | :04:54. | |
presentations and slide shows and we made them interesting, trying to get | :04:55. | :04:58. | |
the attention of the pupils. I thought it was a good method, as the | :04:59. | :05:03. | |
pupils can see it as well as hear it talking about it. It is hoped the | :05:04. | :05:08. | |
programme will show the younger children it is OK to talk and open | :05:09. | :05:14. | |
up about problems they may have. You learn our box -- all all been taught | :05:15. | :05:19. | |
by your peers. If it's a teacher, you just think it's their job, | :05:20. | :05:24. | |
that's what they are supposed to do. It is helping so many people on so | :05:25. | :05:27. | |
many levels and I think it's a positive thing. It is very forward | :05:28. | :05:32. | |
thinking. It is a great idea that we've got the seniors and the | :05:33. | :05:35. | |
workshops, because they are making a big difference. It is allowing | :05:36. | :05:39. | |
junior pupils to get to know the seniors a bit better and gives them | :05:40. | :05:42. | |
another option off, I'm not quite ready to tell a teacher yet, but I | :05:43. | :05:46. | |
may be ready to speak to a senior pupil. There are older people to | :05:47. | :05:53. | |
talk to, not a parent, a teacher or a friend, just somebody what | :05:54. | :05:56. | |
otherwise disconnected from. You can sit quietly and speak to them and | :05:57. | :06:01. | |
that is a great way for people to be able to overcome or begin to | :06:02. | :06:04. | |
overcome the mental health problems. Perhaps if there were more | :06:05. | :06:09. | |
initiatives such as this suffering in silence would be a thing of the | :06:10. | :06:10. | |
past. School reporters also got the chance | :06:11. | :06:12. | |
to ask for advice from TV doctors Chris and Xand van Tulleken | :06:13. | :06:15. | |
about issues that Many young people have told us | :06:16. | :06:25. | |
another big issue is a body image and be gay teenager is about time | :06:26. | :06:33. | |
your body is starting to change. How do people feel about their | :06:34. | :06:38. | |
appearance, happy, green for OK a read if you're a bit worried about | :06:39. | :06:42. | |
your appearance. How do you feel about your appearance? Green for OK | :06:43. | :06:44. | |
and read if you're a bit worried. You don't always feel good about the | :06:45. | :06:58. | |
way you look, sometimes we have good days and sometimes bad. What do we | :06:59. | :07:02. | |
make of that and of body image? Is that difficult for teenagers? It is | :07:03. | :07:08. | |
extremely difficult. When your body is changing you do not know what you | :07:09. | :07:16. | |
will look like as an adult, I would say even talking about body image, | :07:17. | :07:20. | |
there are probably people here who wants you raise that topic and they | :07:21. | :07:24. | |
say, though if I think about it, I can dredge up a lot of things I do | :07:25. | :07:28. | |
not like about my body, my weight, the fact I'm losing my hair, and the | :07:29. | :07:37. | |
floors they can see merit in me. -- they can see reflected in me. I've | :07:38. | :07:42. | |
made a number of television programmes about weight loss and | :07:43. | :07:44. | |
have dealt with patient is keen to lose weight. And I always notice | :07:45. | :07:51. | |
that no one will love you any more or like you anymore when you lose | :07:52. | :07:56. | |
weight. A lot of the blues the way to realise that life didn't get | :07:57. | :07:59. | |
better the way they thought it would. Weight loss is only one body | :08:00. | :08:03. | |
image issue, but it is the most dominant. If you are thinking about | :08:04. | :08:08. | |
weight, trying to lose it, it is good to be fit and healthy, it is | :08:09. | :08:13. | |
good to have control of your life and losing weight does involve | :08:14. | :08:17. | |
controlling what you do and taking command of what you do. But it is | :08:18. | :08:21. | |
not good to associate those things with your value as a person. | :08:22. | :08:24. | |
Students' well-being was near the top of the list of concerns | :08:25. | :08:26. | |
Students from Tor Bank School in Dundonald, County Down, | :08:27. | :08:31. | |
have been revealing how completing their emotional | :08:32. | :08:33. | |
well-being "five-a-day" keeps them happy and healthy. | :08:34. | :08:42. | |
We are here at our school today for BBC News School Report to find out | :08:43. | :08:56. | |
how we keep our emotions healthy. Our feelings need five a day to be | :08:57. | :09:01. | |
healthy. Those are: taking time to relax makes us healthy. Sometimes I | :09:02. | :09:14. | |
feel happy, grumpy, sad and angry. Talking about your feelings and | :09:15. | :09:21. | |
talking about how we feel every day helps. Helping people makes us feel | :09:22. | :09:29. | |
good. Going outside keeps us healthy. | :09:30. | :09:49. | |
Goodbye! We are all happy and healthy. | :09:50. | :09:55. | |
Another one of the issues being looked at by this | :09:56. | :09:57. | |
year's School Report, is online and cyber bullying. | :09:58. | :09:59. | |
According to the NSPCC, the number of incidents has gone up | :10:00. | :10:02. | |
With the explosion of social networking - | :10:03. | :10:06. | |
is it something students and schools are well enough prepared for? | :10:07. | :10:09. | |
School reporters at St Patrick's College in Maghera have | :10:10. | :10:14. | |
We are going to look at the issue of cyber bullying. What is that? Here | :10:15. | :10:43. | |
we have been learning about cyber bullying. That is any form of | :10:44. | :10:49. | |
bullying which takes place online through smartphones or tablets. | :10:50. | :10:54. | |
Unfortunately, it is rife in our technology driven era. Let us find | :10:55. | :10:58. | |
out more about this issue and the impact it has on the lives of young | :10:59. | :11:08. | |
people today. There can be no doubt that a child will feel both | :11:09. | :11:12. | |
physically and emotionally vulnerable if they become a victim | :11:13. | :11:17. | |
of online bullying. Cyber bullying is a seriously scary issue. The | :11:18. | :11:21. | |
question remains though, do you people really know what to do if | :11:22. | :11:25. | |
something goes wrong? Do not respond or retaliate. Tell a trusted adult, | :11:26. | :11:31. | |
a parent or your favourite teacher. A body 's or destructive actions are | :11:32. | :11:39. | |
about the run problems. Never delete any communications. Remove or block | :11:40. | :11:47. | |
the person. Do not forward a message to anyone. What rules can cyber | :11:48. | :11:54. | |
bullying play when it opens -- can schools play when it often happens | :11:55. | :11:59. | |
outside of school? 56% of young people have admitted to witnessing | :12:00. | :12:04. | |
an incident of online bullying. So we are focusing on that and asking | :12:05. | :12:08. | |
all pupils and young people to stand up to it and even if it is not | :12:09. | :12:11. | |
happening to you, to have strength of character to say it is wrong. | :12:12. | :12:19. | |
As part of this year's School Report, the BBC | :12:20. | :12:21. | |
director-general, Lord Hall, was grilled on a number of subjects | :12:22. | :12:24. | |
Twelve year-old Alex, together with 14-year-olds Yusuf | :12:25. | :12:27. | |
and Rima asked him what his main challenge, as DG, was. | :12:28. | :12:33. | |
The task I've set myself or the organisation is to reinvent what the | :12:34. | :12:40. | |
BBC does, so it appeals to people of your age group and people older than | :12:41. | :12:44. | |
you as well. I profoundly believe the BBC can do that. Have you chosen | :12:45. | :12:52. | |
a new Doctor who were yet? And would you choose another new race or | :12:53. | :12:57. | |
gender? No, not checked and I'm forbidden to say anything about | :12:58. | :13:00. | |
anything to do with who the next Doctor Who might be! Where you are | :13:01. | :13:06. | |
set to lose the Bake Off? Yes, I was very upset. Would you consider | :13:07. | :13:14. | |
moving more BBC channels online like BBC Three? Yes, we learnt a lot from | :13:15. | :13:21. | |
BBC Three, what works online and what works on a conventional | :13:22. | :13:25. | |
environment. I would be careful about moving more channels online. | :13:26. | :13:30. | |
But we know your generation consumer stuff on whatever device you want | :13:31. | :13:34. | |
when you want it. Where do you see the BBC in ten or 20 years? I want | :13:35. | :13:41. | |
to be great programme makers, to continue to be great programme | :13:42. | :13:46. | |
makers and as much in people's lives as we are now, and that means you | :13:47. | :13:51. | |
thinking the BBC is an important part of my life and also, I want us | :13:52. | :13:57. | |
to be recognised globally, not just in the news through the World | :13:58. | :13:59. | |
Service, but also in terms of the programmes we make. | :14:00. | :14:03. | |
It's not just news that Schools have been researching | :14:04. | :14:05. | |
They've also been taking on being presenters | :14:06. | :14:08. | |
Hello, you're watching BBC News and now on score report news day, my | :14:09. | :14:26. | |
colleagues Peter and Ryan from wyvern Academy in Darlington can | :14:27. | :14:30. | |
bring you the latest sports stories. The Cheltenham Festival is underway. | :14:31. | :14:35. | |
There have already been two races and our sports reporter can tell us | :14:36. | :14:41. | |
more. The school reporters working behind the scenes and so we are | :14:42. | :14:46. | |
literally behind-the-scenes here of BBC sport, which you will know and | :14:47. | :14:48. | |
love and if you're paying attention, you will have a spot of the present | :14:49. | :14:52. | |
this afternoon have been a bit younger than usual. I'm not be rude, | :14:53. | :14:56. | |
it is true, because they are here now. Ryan and Peter, you've just | :14:57. | :15:00. | |
presented our afternoon bulletin, how was it for you? It was very | :15:01. | :15:05. | |
nerve-racking building up to it when they said you will be on the BBC | :15:06. | :15:10. | |
News. When you got in there, it was just you and the autocue and it was | :15:11. | :15:13. | |
a lot easier, but the build-up was terrifying. You've got all the | :15:14. | :15:18. | |
technical jargon, you've come all the way from Darlington for this to | :15:19. | :15:22. | |
Salford and of the been an interesting day? Was it like? It was | :15:23. | :15:29. | |
different. I didn't expect it, so it was interesting and quite | :15:30. | :15:32. | |
nerve-racking as well, but then it was weird, you can't forget your | :15:33. | :15:36. | |
nerves when you are in front of the camera. That makes you sound like a | :15:37. | :15:42. | |
natural legs and you two did it this morning. Ever enjoyed it? What you | :15:43. | :15:49. | |
do it for a living? I think I might, actually. It has been interesting. | :15:50. | :15:53. | |
I've certainly learned how to pronounce the names of more rugby | :15:54. | :15:58. | |
players. That is a skill for life! Did you enjoy it? Yes, interesting | :15:59. | :16:03. | |
to see how it works behind-the-scenes. You watch it but | :16:04. | :16:06. | |
never realise what it is like to be sad event at the camera and what | :16:07. | :16:10. | |
goes into making it. Timmer, you are the pro who normally does this. You | :16:11. | :16:16. | |
are worried for your job? Yes, I'm looking forward to going home. I'm a | :16:17. | :16:19. | |
bit worried they will take my job sooner. Simon is much more trouble | :16:20. | :16:25. | |
than me and they were very good, when they? So relaxed and it's | :16:26. | :16:30. | |
weird, even in the four I was also they have been with us, they have | :16:31. | :16:34. | |
learnt a lot and they now seem to have disappeared as well! | :16:35. | :16:37. | |
We'll leave you tonight with a spoken word piece | :16:38. | :16:39. | |
from Success, who's 15 years-old and from London. | :16:40. | :16:41. | |
She said she wanted to portray a very important message about life, | :16:42. | :16:44. | |
and how even in times of trouble we must stay resilient, | :16:45. | :16:46. | |
face and conquer our obstacles to better ourselves. | :16:47. | :16:51. | |
It is a crazy game, but you take it in your stride and for anybody here, | :16:52. | :16:57. | |
that is going through dark times, well, I was there once, but now I | :16:58. | :17:01. | |
shine. Life is like a game as you flow with it and the guys you roll | :17:02. | :17:06. | |
with it. Anything you are going to do, you can get through. You are | :17:07. | :17:11. | |
given this life because God chose you. I was going through the | :17:12. | :17:16. | |
motions, overwhelmed and invoked with emotions and Sally got to a | :17:17. | :17:19. | |
time where I can now understand the things I went through was part of | :17:20. | :17:26. | |
God's greater plan. I put myself with positive energies and I started | :17:27. | :17:31. | |
seeing the movements. I put myself around good people and good vibes | :17:32. | :17:36. | |
and started seeing improvements. And loved all the people that make me | :17:37. | :17:39. | |
smile, because they bring me joy and they make all of this worth the | :17:40. | :17:44. | |
while. And thank you to those who were there when I was down, I was | :17:45. | :17:48. | |
falling so quick I almost hit the ground. But I didn't, because I | :17:49. | :17:52. | |
realised who I am, I stopped using the word cannot and use the word can | :17:53. | :17:57. | |
be. I realised once you bring things into existence, you put in the we | :17:58. | :18:02. | |
can show your persistence. You start seeing results. See faults, because | :18:03. | :18:06. | |
I know how it feels when you know and you cannot smile, but our | :18:07. | :18:09. | |
feeling is just for now and it only lasts a while, because sooner that | :18:10. | :18:15. | |
they will, when you will finally see that to a lock-up in this you will | :18:16. | :18:18. | |
need to find the key and that lies within you within the depths of your | :18:19. | :18:21. | |
mind, dig deep and see what you can find. Believe in yourself and surely | :18:22. | :18:29. | |
you will succeed and I continue to say this for as long as I live. It | :18:30. | :18:33. | |
is not about what you take from this world, but about what you give. | :18:34. | :18:43. |