NEWS myHappymind secures investment from LDC
wellbeing for children and young people. The business’ programmes are designed to enable children and young people to build resilience, develop skillsets to support self-regulation of emotions, and frame positive mental health environments.
There are significant challenges facing children’s mental health in the UK, including a rising prevalence of mental health issues among young people, long waiting lists for specialist support, and increasing pressure on schools to provide effective wellbeing solutions. By providing whole- school support, robust data on outcomes via flexible funding models, myHappymind helps schools to deliver preventative mental health support at scale, improving resilience and wellbeing for children and young people. Its recently launched myHappymind Plus product provides further coverage of the PSHE curriculum, offering broader support to children and young people.
myHappymind, the leading provider of digital mental health and wellbeing programmes for schools, has secured a minority investment from LDC, part of Lloyds Banking Group. The partnership will enable myHappymind to accelerate its mission to provide preventative mental health support to children and young people across the UK and internationally. Founded in 2017 by CEO Laura Earnshaw, Cheshire-based myHappymind delivers digital, interactive mental health content to over 1,900 schools across the UK. Its programmes, including comprehensive libraries of ready-made lesson guides and resources, are designed to help schools, nurseries and families create a culture of positive mental
myHappymind has grown rapidly in recent years, driven by increasing demand for preventative mental health support in schools. It now reaches hundreds of thousands of children and their families. In 2023, the business received NHS Innovation Accelerator status due to its high social impact and innovative approach for helping children improve their mental health.
myHappymind has also been recognised as a B Corp and in 2025 won a King’s Award for Enterprise and the Judges’ Overall Award at the Northern Tech Awards. Laura Earnshaw was also named in LDC’s Top 50 Most Ambitious Business Leaders programme.
LDC’s investment will support the existing management team’s ambitious growth plans, which is underpinned by expansion into more schools, both in the UK and internationally, as well as ongoing product development.
Royal Society of Chemistry finds science teachers ‘playing catch up’ over tech gaps
Science teachers in England say a lack of guidance is leaving pupils to learn digital and AI skills themselves, with pupils from disadvantaged backgrounds faring significantly worse.
Research shows only 2% of teachers in disadvantaged schools report adequate digital access, and the median device access in England is one laptop for every eight students.
Sarah Jeffreys, Teaching Staff Development Lead and ECT Induction Tutor at Aylesbury High School, said: “We need the buy-in from decision-makers in the government to support pupils’ development in digital skills if we are to prepare them properly for our rapidly changing workforce needs. We are already playing catch up, and those pupils who cannot afford their own digital tech are already at risk of being left behind.”
Alongside increased financial support, teachers highlighted the need for improved training to help them confidently navigate complex technologies, while more space and time is needed in the curriculum to embed essential digital skills into science lessons. Mark Wood, Head of Physics at Saint Mary’s School in Newcastle, added: “Engagement with employers and universities can be invaluable to help us understand what skills and capabilities they need from our students. Unfortunately, it’s too often left up to the time and resources of teaching staff to build this understanding and create opportunities for students to develop these skills outside of the classroom, as, if it’s not part of the curriculum, schools may not always see it as a priority.”
The Royal Society of Chemistry (RSC) is urging UK governments to review and streamline the curriculum to ensure students have equal digital capabilities, and to invest in digital infrastructure and training for teachers.
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www.education-today.co.uk
Without action, the UK risks widening the attainment gap and forgoing major economic gains. A 2025 Cebr report for Pearson estimates that investing £130 million annually in digital transformation could generate up to £8.7 billion in value over ten years. This sits against a much broader challenge, with the House of Lords finding that the UK’s digital skills gap costs the economy £63 billion every year. Laura Daly, education policy programme manager at the Royal Society of Chemistry, said: “Digital skills are no longer optional in modern science, they are fundamental. Yet, our current education system is struggling to keep pace with the rapid evolution of technology. Chemistry students should be learning how to use digital tools for data analysis, modelling, and even AI applications, because these are the realities of the workplace. Without early and meaningful integration of these skills into the curriculum, we risk leaving a generation of learners unprepared for the demands of STEM careers. “Teachers need the confidence and resources to deliver this change. That means investment in infrastructure, up-to-date equipment, and targeted professional development. Embedding digital skills in science education can complement traditional techniques while giving students the tools they need to thrive. Making this investment now will not only benefit individual learners but also strengthen the UK’s scientific capability and economy for decades to come.” The RSC’s new paper, ‘Addressing the digital skills gap in UK chemistry education’, calls for digital competencies to be introduced early and developed progressively, ensuring students understand not just how to use digital tools, but why they are used in real scientific contexts.
January 2026
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