About us

Rosalie Prever

Rosalie has spent her career in creative design, working on complete concept, design, and project management with clients such as Harvey Nichols, Dolce and Gabbana, the Singapore Embassy and Mulberry. In 1997 she completed her D32 and D33 in teacher training whilst working as a lecturer, leading the Design and Display Btec course at Uxbridge College. For several years Rosalie has worked on youth training projects running private workshops in design, art and teaching English as a foreign language whilst living abroad. In 2019 Rosalie returned to university as a mature student completing her degree, including a research dissertation covering an analysis of racism propagated by Influential Individuals on social media, and receiving a BA(Hons) in International Development with NGO Management (1st).

Cassandra Nichols

Cassandra has worked in youth education as a senior learning support speech and language therapy assistant, liaising with parents and carers and building effective working relationships to support their children better. Cassandra has specialised in behavioural management and identifying speech and language difficulties in a school setting. In addition, she has hosted parent workshops and advice sessions working with key stage 1 through to key stage 4. In 2019 Cassandra enrolled at East London University as a mature student undertaking her undergraduate degree in International Development with NGO management; she completed and qualified in 2022 with a BA(Hons) first-class degree.

AIMS

According to recent research, twenty-four-hour access to the internet has created a more significant audience. In addition, the rise and freedoms within social media have meant that those who may experience adverse marginalisation and discrimination have become an increasingly urgent and pressing issue. Furthermore, the ever-growing mediatisation of our social interactions is now influencing our perceptions and decisions.

When opinions are biased, misinformed, inflammatory or endorsed by a celebrity, discourse on digital platforms can reveal hidden agendas supporting language that can potentially create a vehicle for online hate to become amplified. This can result in dangerous outcomes for our youth and our cultural milieus.

Mainstream media has been subjected to layers of legislation that have evolved over several years; however, social media is fundamentally different for several reasons:

  • The speed at which social media has progressed.
  • The infinite audience and reach.
  • The lack of editorial oversight.

In response to overwhelming challenges monitoring online content, policymakers continue to struggle when legislating digital platforms, playing catch up to the ever-transforming business model of social media. The Ofcom report of 2022, Children’s Media Lives, The Online Harms White Paper and The Network Enforcement Law (NetzDG) have attempted to address social media use concerns. However, statics relating to online harm continues to grow. Therefore, we must educate and provide the tools for future generations to navigate our ever-increasing technological and social environments.

WHAT DO WE DO?

By encouraging and inspiring students to interact and explore controversial topics, we aim to assist students in finding their solutions and answers to some of the issues facing society today. Most importantly, our workshops are fun; learning is achieved through the experimentation of ideas leading to the lightbulb moment of self-achieved understanding.
Our objective is to empower young individuals through interactive role play to develop the tools needed to navigate life and facilitate the development of their road map of knowledge and understanding in a technological world.

HOW DO WE TEACH?

How do we support the challenges that future generations are facing every day? Mental health statics are on the rise, in addition our social environments are becoming even more challenging, this could be argued is partly due to our online activity. The Lightbulb Leaners approach provides innovative teaching support to counter some of the difficulties faced today. Our model is based on Carl Rogers and the Person-Centred Approach, including the core conditions of unconditional positive regard and acceptance, Congruence, and Empathic understanding. Our workshops are presented through a multi-sensory experience, while some students learn through sound, others find that constant dialogue makes it impossible to retain attention. We believe that all six senses need to be active in a classroom to achieve maximum learning capacity.

SAFEGUARDING

We believe no person should experience abuse or harm, and we are fully committed to ensuring that every child that encounters our services is adequately safeguarded. Every effort will be made to recognise that some of the issues raised during our workshops could potentially trigger anxiety or relate to current or previous concerns; therefore, prior to our workshop, meetings will be held to ensure all support services are in place to support learners. Confidentiality and Data protection will mean that any personal information or disclosure will be handled with the utmost sensitivity. All information will be stored in accordance with our data protection privacy policy. Any additional documentation will be made available to staff, parents, legal guardians etc. In addition, any relevant consent forms will be provided and kept in a secured location.