Across the Midlands, schools continue to evolve in ways, both visible and quietly transformative. From campus improvements and new facilities to academic milestones and community initiatives, this school’s section offers a snapshot of what’s been happening on the ground over the past term.
At St John’s Diocesan School for Girls, education has always been about more than academic outcomes. Rooted in values of care, connection, and personal growth, the school has recently introduced a series of considered changes that reflect a wider, global conversation around technology, wellbeing, and how young people learn best.
Over recent years, like many schools, St John’s D.S.G. embraced classroom technology with the aim of equipping pupils for a world where digital fluency is essential. Laptops were introduced to enhance learning, improve access to resources and prepare girls for tertiary education and the workplace. However, ongoing reflection and observation prompted staff to pause and reassess how certain aspects of classroom technology were impacting younger pupils, in particular.
“What we began to notice,” explains Deputy Head and Head of Academics, Lisa Ackerman, “was that some of our girls, especially in Grades 8 and 9, were starting to hide behind their screens.” While digital tools offered efficiencies and innovation, they were also affecting eye contact, classroom engagement and peer connection – elements that sit at the very heart of St John’s D.S.G. the school’s ethos.
Entering Grade 8 is already a significant milestone, bringing new routines, expectations and social adjustments. Adding the responsibility of managing a laptop, often for the first time, was found to create additional pressure at a stage when grounding and personal connection are particularly important. In response, the school made the collaborative decision to delay the introduction of laptops until later grades, allowing younger pupils time to develop essential soft skills, confidence and interpersonal awareness.
Alongside this, St John’s D.S.G. has taken the bold step of becoming a smartphone-free campus from January 2026. Informed by research, including insights from The Anxious Generation by Jonathan Haidt, as well as wider educational discourse, the decision reflects growing concerns around screen time, social media and adolescent wellbeing.
The benefits are already clear: improved focus in class, stronger face-to-face interaction, reduced anxiety and fewer distractions during the school day. Importantly, this shift does not signal a move away from technology, but rather a more intentional approach to its use.
In the higher grades, technology continues to play a role as a collaborative learning tool, supported by clear guidelines, digital citizenship education and an emphasis on balance. Teachers model purposeful tech use, while regularly incorporating tech-free activities that encourage discussion, teamwork and reflection.
At its core, the approach reflects St John’s D.S.G.’s commitment to educating the whole child-nurturing heart and mind in equal measure. In choosing connection first, the school is quietly reaffirming what has always set it apart: a belief that meaningful learning begins with human connection.
Words by: Accacia Foggin