Tuesday, July 1, 2025

Truancy, or skipping school without a valid reason, might seem like a harmless escape. But just like Dracula in the shadows, truancy silently drains away a student’s future. It may start with a missed class here and there, but over time, it can lead to serious academic, social, and emotional consequences. Many students don’t realize the damage until it’s too late.

The first thing truancy attacks is your learning. Every lesson missed makes it harder to keep up. Students who are often absent tend to fall behind, struggle with tests, and lose confidence in their abilities. This frustration can cause even more absences, creating a vicious cycle that’s hard to break. Before you know it, what started as skipping a class turns into failing grades.

Truancy also feeds on your social life and mental health. School isn’t just about books—it's where friendships grow and life skills develop. When you’re absent often, you lose that connection with classmates and teachers. This isolation can lead to stress, anxiety, or even depression. The more disconnected you feel, the harder it becomes to return to school.

What’s even more frightening is how truancy can affect your future. Students who frequently skip school are more likely to drop out and face limited career options. Some even fall into risky behaviors or trouble with the law. The School Dracula doesn’t just harm your present—it haunts your future too.

In the end, truancy is no joke. It may hide behind excuses or distractions, but its impact is very real. Staying in school, asking for help, and showing up every day are the best ways to protect your future. Don’t let Dracula win. Stay in the light—stay in school.


This article was originally published on MS Newsline (Maradhoo School Newsletter) of 1st July 2025

Truancy: The School Dracula

Posted on by Abdul Latheef Ali

Truancy, or skipping school without a valid reason, might seem like a harmless escape. But just like Dracula in the shadows, truancy silently drains away a student’s future. It may start with a missed class here and there, but over time, it can lead to serious academic, social, and emotional consequences. Many students don’t realize the damage until it’s too late.

The first thing truancy attacks is your learning. Every lesson missed makes it harder to keep up. Students who are often absent tend to fall behind, struggle with tests, and lose confidence in their abilities. This frustration can cause even more absences, creating a vicious cycle that’s hard to break. Before you know it, what started as skipping a class turns into failing grades.

Truancy also feeds on your social life and mental health. School isn’t just about books—it's where friendships grow and life skills develop. When you’re absent often, you lose that connection with classmates and teachers. This isolation can lead to stress, anxiety, or even depression. The more disconnected you feel, the harder it becomes to return to school.

What’s even more frightening is how truancy can affect your future. Students who frequently skip school are more likely to drop out and face limited career options. Some even fall into risky behaviors or trouble with the law. The School Dracula doesn’t just harm your present—it haunts your future too.

In the end, truancy is no joke. It may hide behind excuses or distractions, but its impact is very real. Staying in school, asking for help, and showing up every day are the best ways to protect your future. Don’t let Dracula win. Stay in the light—stay in school.


This article was originally published on MS Newsline (Maradhoo School Newsletter) of 1st July 2025

Friday, June 27, 2025

In every school, there are teachers and staff who shine — the “superstars.” These are the educators who inspire students, collaborate positively with colleagues, contribute to school initiatives, and go the extra mile. It’s tempting to believe that bringing in more of these exceptional individuals is the ultimate path to school improvement.

But a surprising truth from research conducted by Harvard Business School challenges that assumption: removing toxic staff members has an even greater impact on an institution’s success than hiring superstars.

The Real Cost of Toxicity

According to a large-scale Harvard study that looked at data from over 60,000 employees across various organizations, hiring a top-performing worker saved an average of $5,300 annually. However, avoiding a toxic employee saved more than double that amount: $12,500.

Why? Toxic staff — those who create conflict, demotivate colleagues, or resist change — don’t just lower their own productivity. They harm the morale, focus, and performance of everyone around them. In a school setting, this might mean:

  • Creating tension among teaching teams

  • Damaging trust in leadership

  • Negatively affecting students' learning experiences

  • Driving away talented staff

The Hidden Impact in Maldivian Schools

In Maldivian schools, where team cohesion, teacher collaboration, and student well-being are crucial, one toxic staff member can quietly undo the efforts of an entire academic year.

Often, these individuals may not be outright underperformers. They might meet their lesson targets or attend all required PD sessions. Yet, they might:

  • Consistently undermine colleagues

  • Avoid responsibilities during key programs

  • Spread negativity or gossip

  • Resist school-wide goals under the guise of “following the rules”

What to Look Out For

The Harvard study identified three key warning signs of toxic individuals:

  1. Extreme self-centeredness – They act based on personal convenience or ego, without regard for the team or students.

  2. Unwarranted overconfidence – They reject feedback and believe they’re always right, even when data or student outcomes suggest otherwise.

  3. Obsession with rules (selectively) – They hide behind regulations, yet may themselves violate them discreetly.

Ironically, those who constantly declare “I always follow the rules” were more likely to be involved in disciplinary issues.

Superstars Still Matter — But So Does the Environment

Hiring strong teachers is still important. Schools benefit greatly from those who innovate, mentor others, and uplift the school culture. However, building a positive staff environment isn’t just about recruiting talent — it’s about protecting that talent from toxic influences.

A superstar teacher may lift 20 students. A toxic staff member may drag down everyone around them.

Takeaways for School Leaders

  • Recruit carefully, but don’t wait until a vacancy is desperate. Keep your eyes open for talent even when no position is open.

  • Be proactive about staff evaluation. Don’t rely only on performance checklists. Observe how staff members affect others’ motivation and morale.

  • Create systems to identify toxicity early. Use confidential feedback, informal pulse checks, and team reflection sessions.

  • Don’t ignore "quiet disruptors." Even satisfactory performers can be harmful if they drain energy from the school culture.

Final Thought

In Maldives schools, where community, collaboration, and student trust are essential, protecting the work environment is as important as improving it. As leaders, we must work hard to build strong teams — and even harder to remove the attitudes and behaviors that slowly corrode them.

Because what affects your school’s success most may not be who you hire next — but who you choose to let go.

Would you like this turned into a newsletter article, a presentation slide, or a staff meeting handout?

Which Matters More in Schools: Hiring Star Teachers or Removing Toxic Staff?

Posted on by Abdul Latheef Ali

In every school, there are teachers and staff who shine — the “superstars.” These are the educators who inspire students, collaborate positively with colleagues, contribute to school initiatives, and go the extra mile. It’s tempting to believe that bringing in more of these exceptional individuals is the ultimate path to school improvement.

But a surprising truth from research conducted by Harvard Business School challenges that assumption: removing toxic staff members has an even greater impact on an institution’s success than hiring superstars.

The Real Cost of Toxicity

According to a large-scale Harvard study that looked at data from over 60,000 employees across various organizations, hiring a top-performing worker saved an average of $5,300 annually. However, avoiding a toxic employee saved more than double that amount: $12,500.

Why? Toxic staff — those who create conflict, demotivate colleagues, or resist change — don’t just lower their own productivity. They harm the morale, focus, and performance of everyone around them. In a school setting, this might mean:

  • Creating tension among teaching teams

  • Damaging trust in leadership

  • Negatively affecting students' learning experiences

  • Driving away talented staff

The Hidden Impact in Maldivian Schools

In Maldivian schools, where team cohesion, teacher collaboration, and student well-being are crucial, one toxic staff member can quietly undo the efforts of an entire academic year.

Often, these individuals may not be outright underperformers. They might meet their lesson targets or attend all required PD sessions. Yet, they might:

  • Consistently undermine colleagues

  • Avoid responsibilities during key programs

  • Spread negativity or gossip

  • Resist school-wide goals under the guise of “following the rules”

What to Look Out For

The Harvard study identified three key warning signs of toxic individuals:

  1. Extreme self-centeredness – They act based on personal convenience or ego, without regard for the team or students.

  2. Unwarranted overconfidence – They reject feedback and believe they’re always right, even when data or student outcomes suggest otherwise.

  3. Obsession with rules (selectively) – They hide behind regulations, yet may themselves violate them discreetly.

Ironically, those who constantly declare “I always follow the rules” were more likely to be involved in disciplinary issues.

Superstars Still Matter — But So Does the Environment

Hiring strong teachers is still important. Schools benefit greatly from those who innovate, mentor others, and uplift the school culture. However, building a positive staff environment isn’t just about recruiting talent — it’s about protecting that talent from toxic influences.

A superstar teacher may lift 20 students. A toxic staff member may drag down everyone around them.

Takeaways for School Leaders

  • Recruit carefully, but don’t wait until a vacancy is desperate. Keep your eyes open for talent even when no position is open.

  • Be proactive about staff evaluation. Don’t rely only on performance checklists. Observe how staff members affect others’ motivation and morale.

  • Create systems to identify toxicity early. Use confidential feedback, informal pulse checks, and team reflection sessions.

  • Don’t ignore "quiet disruptors." Even satisfactory performers can be harmful if they drain energy from the school culture.

Final Thought

In Maldives schools, where community, collaboration, and student trust are essential, protecting the work environment is as important as improving it. As leaders, we must work hard to build strong teams — and even harder to remove the attitudes and behaviors that slowly corrode them.

Because what affects your school’s success most may not be who you hire next — but who you choose to let go.

Would you like this turned into a newsletter article, a presentation slide, or a staff meeting handout?

Tuesday, June 10, 2025


Abstract

This article argues that educator stress should be recognized not merely as an individual wellness issue but as a systemic risk with direct implications for school performance, staff retention, and student outcomes. Drawing from organizational risk frameworks and recent research on occupational stress, the article presents the Stress Risk Thermometer—a structured model adapted for educational settings to assess and manage educator stress within schools. Using insights from high-intensity sectors and applications in school systems, we outline actionable strategies for educational leaders to measure stress, identify its root causes, and embed resilience into school operations. The article concludes by linking systemic stress to teacher absenteeism and advocating for the integration of educator stress into formal school improvement and risk management processes.

Keywords: educator stress, school leadership, systemic risk, psychological safety, organizational resilience, staff well-being, teacher absenteeism

Introduction

Stress in schools is often treated as a personal matter, isolated from core institutional strategy. However, a growing body of evidence indicates that stress is not merely a personal challenge but a systemic risk with broad implications for educational outcomes, staff retention, and student success (Quick & Henderson, 2016; Steiner & Woo, 2021). When stress is chronic and unaddressed, it impairs teacher effectiveness, undermines morale, and directly contributes to absenteeism and attrition—threatening the educational mission itself.

This article argues that educator stress should be reframed as a systemic and operational risk. Drawing on frameworks from the field of occupational health and organizational psychology, we propose that schools adopt a proactive approach to identifying and mitigating stress—comparable to how other sectors manage environmental, financial, or compliance risks. The Stress Risk Thermometer, a tool adapted for educational settings, provides a data-driven approach to understanding stress trends and driving targeted interventions.

The Cost of Unaddressed Stress in Schools

The consequences of unmanaged educator stress are both human and financial. Research from the American Psychological Association (2023) shows that chronic workplace stress results in lower productivity, increased absenteeism, and diminished engagement. In schools, this translates into disrupted instruction, reliance on substitute teachers, and negative effects on student learning (Greenberg et al., 2016).

Data from the U.S. Department of Education (2016) indicate that more than 25% of U.S. teachers miss 10 or more days per year, with stress being a primary driver. Chronic absenteeism disrupts classroom continuity and burdens other staff members, exacerbating a cycle of stress throughout the school community (Clotfelter, Ladd, & Vigdor, 2009).

Economic losses are also significant. Deloitte (2024) estimated that stress-related productivity losses can exceed $12,000 annually per highly stressed employee. In education, teacher turnover costs are also alarming—up to $20,000 per teacher (Carver-Thomas & Darling-Hammond, 2019).

More specifically, research from the Maldivian context reveals parallel concerns. A 2024 study of university faculty and administrative staff found that excessive workload and stress significantly undermined work–life balance, organizational commitment, and performance within Maldives’ higher education sector (Hassan et al., 2024). Although focused on tertiary education, the findings resonate with school-level realities across the country—stressed educators are more likely to experience burnout and consider leaving the profession, driving up absenteeism and attrition.

The Stress Risk Thermometer: A Diagnostic Approach

To support school leaders in proactively addressing educator stress, an adapted version of the Stress Risk Thermometer—a framework originally used in corporate environments by management specialists and organizational psychologists—is recommended. This tool segments staff into three stress zones:

  • Low Zone: Staff feel stressed "none of the time" or "rarely." They are generally engaged, present, and productive.

  • Medium Zone: Staff feel stressed "sometimes." They are at risk of declining performance and may signal emerging organizational issues.

  • High Zone: Staff feel stressed "frequently" or "all the time." They face high burnout risk, are more likely to be absent, and may be considering resignation.

A core survey question—"How often do you feel stressed, anxious, or overwhelmed at work?"—can be administered semiannually. Supplementary items can assess perceptions of workload, psychological safety, and confidence in coping mechanisms.

When aggregated and anonymized, these data allow leadership to monitor stress trends and identify at-risk teams or functions. Critically, the tool links stress levels with operational indicators such as absenteeism, enabling informed, preventive action.

Stress, Absenteeism, and Institutional Resilience

The relationship between educator stress and absenteeism is well-documented (Steiner & Woo, 2021). Stress-related absences often serve as early warning signs of deeper systemic dysfunction—such as poor leadership, toxic culture, or unmanageable workload. Ignoring these signs can accelerate burnout and turnover.

Schools that track stress in parallel with operational data—such as teacher attendance, student behavior, or academic outcomes—can surface hidden correlations and intervene earlier. For instance, a school with high stress levels among math teachers might also see lower math performance and higher student referrals.

Resilience emerges not from crisis response alone but from embedding stress awareness into governance structures. Just as school boards review financial or academic dashboards, they should also review staff well-being data and integrate these insights into improvement plans.

Case Study: A District-Level Application

In a mid-sized U.S. school district, leadership adopted the Stress Risk Thermometer to explore chronic absenteeism among teaching staff. Data revealed that while school leaders reported high stress, they also demonstrated greater resilience. In contrast, instructional staff reported both high stress and low coping confidence.

The district responded with multi-tiered supports: leadership coaching, staff-led well-being committees, and adjustments to workloads and meeting times. Within two terms, participation in voluntary well-being programs rose by over 50%, and teacher absenteeism declined by 14%. Importantly, student performance indicators also improved, suggesting systemic benefit.

Institutionalizing Stress Management in Schools

Schools must formalize stress management as a core component of operational strategy. International standards such as ISO 45003 (ISO, 2021) offer guidance on managing psychosocial risks. Education systems can align with these standards by:

  • Including stress metrics in performance reviews and school improvement plans.

  • Forming cross-functional teams to monitor and address well-being.

  • Training leaders in psychological safety and resilience-building practices.

Successful integration requires cross-departmental collaboration. HR, curriculum, finance, and operations must coordinate to align well-being with instructional priorities and resource planning.

Ethical and Practical Considerations

Data privacy and staff trust are paramount. Stress assessments must be anonymous and used for institutional—not individual—accountability (Robertson & Cooper, 2011). Clear communication about purpose, confidentiality, and expected outcomes is essential.

Engaging staff in co-designing interventions increases legitimacy and efficacy. When educators see their feedback lead to change, participation—and well-being—improves.

Conclusion

Educator stress is no longer a peripheral concern. It is a systemic risk that requires strategic oversight and continuous management. By adopting tools like the Stress Risk Thermometer and embedding stress data into decision-making, schools can strengthen resilience, improve attendance, and sustain educational quality.

Just as schools track test scores and budgets, they must also track well-being. In doing so, they transform staff care from a side initiative into a foundational pillar of educational excellence.

References

American Psychological Association. (2023). Work in America Survey: Key Findings. https://www.apa.org/pubs/reports/work-in-america/2023

Carver-Thomas, D., & Darling-Hammond, L. (2019). Teacher Turnover: Why It Matters and What We Can Do About It. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover-report

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the U.S.? Education Finance and Policy, 4(2), 115–149. https://doi.org/10.1162/edfp.2009.4.2.115

Deloitte. (2024). Mental health and well-being in the workplace: A Deloitte global study. https://www2.deloitte.com/insights/us/en/focus/human-capital-trends/2024/mental-health-workplace-global-study.html

Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health: Effects on teachers, students, and schools. Pennsylvania State University. https://www.rwjf.org/en/library/research/2016/07/teacher-stress-and-health.html

Hassan, Z., Mohamed, A., & Shareef, R. (2024). Influence of workload and level of stress on work–life balance, organizational commitment and performance among employees in higher education in the Maldives. Journal of Eco-Business Management, 3(12), 15–30.

International Organization for Standardization. (2021). ISO 45003:2021 Occupational health and safety management—Psychological health and safety at work—Guidelines for managing psychosocial risks. https://www.iso.org/standard/64283.html

Quick, J. C., & Henderson, D. F. (2016). Occupational stress: Preventing suffering, enhancing well-being. International Journal of Environmental Research and Public Health, 13(5), 459. https://doi.org/10.3390/ijerph13050459

Robertson, I., & Cooper, C. (2011). Well-being: Productivity and happiness at work. Palgrave Macmillan.

Steiner, E. D., & Woo, A. (2021). Job-related stress threatens the teacher supply: Key findings from the 2021 State of the U.S. Teacher Survey. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-1.html

U.S. Department of Education, Office for Civil Rights. (2016). Data snapshot: Teacher equity. https://ocrdata.ed.gov 

Reframing Educator Stress as a Systemic Risk: A School-Wide Framework for Building Resilience and Addressing Teacher Absenteeism

Posted on by Abdul Latheef Ali


Abstract

This article argues that educator stress should be recognized not merely as an individual wellness issue but as a systemic risk with direct implications for school performance, staff retention, and student outcomes. Drawing from organizational risk frameworks and recent research on occupational stress, the article presents the Stress Risk Thermometer—a structured model adapted for educational settings to assess and manage educator stress within schools. Using insights from high-intensity sectors and applications in school systems, we outline actionable strategies for educational leaders to measure stress, identify its root causes, and embed resilience into school operations. The article concludes by linking systemic stress to teacher absenteeism and advocating for the integration of educator stress into formal school improvement and risk management processes.

Keywords: educator stress, school leadership, systemic risk, psychological safety, organizational resilience, staff well-being, teacher absenteeism

Introduction

Stress in schools is often treated as a personal matter, isolated from core institutional strategy. However, a growing body of evidence indicates that stress is not merely a personal challenge but a systemic risk with broad implications for educational outcomes, staff retention, and student success (Quick & Henderson, 2016; Steiner & Woo, 2021). When stress is chronic and unaddressed, it impairs teacher effectiveness, undermines morale, and directly contributes to absenteeism and attrition—threatening the educational mission itself.

This article argues that educator stress should be reframed as a systemic and operational risk. Drawing on frameworks from the field of occupational health and organizational psychology, we propose that schools adopt a proactive approach to identifying and mitigating stress—comparable to how other sectors manage environmental, financial, or compliance risks. The Stress Risk Thermometer, a tool adapted for educational settings, provides a data-driven approach to understanding stress trends and driving targeted interventions.

The Cost of Unaddressed Stress in Schools

The consequences of unmanaged educator stress are both human and financial. Research from the American Psychological Association (2023) shows that chronic workplace stress results in lower productivity, increased absenteeism, and diminished engagement. In schools, this translates into disrupted instruction, reliance on substitute teachers, and negative effects on student learning (Greenberg et al., 2016).

Data from the U.S. Department of Education (2016) indicate that more than 25% of U.S. teachers miss 10 or more days per year, with stress being a primary driver. Chronic absenteeism disrupts classroom continuity and burdens other staff members, exacerbating a cycle of stress throughout the school community (Clotfelter, Ladd, & Vigdor, 2009).

Economic losses are also significant. Deloitte (2024) estimated that stress-related productivity losses can exceed $12,000 annually per highly stressed employee. In education, teacher turnover costs are also alarming—up to $20,000 per teacher (Carver-Thomas & Darling-Hammond, 2019).

More specifically, research from the Maldivian context reveals parallel concerns. A 2024 study of university faculty and administrative staff found that excessive workload and stress significantly undermined work–life balance, organizational commitment, and performance within Maldives’ higher education sector (Hassan et al., 2024). Although focused on tertiary education, the findings resonate with school-level realities across the country—stressed educators are more likely to experience burnout and consider leaving the profession, driving up absenteeism and attrition.

The Stress Risk Thermometer: A Diagnostic Approach

To support school leaders in proactively addressing educator stress, an adapted version of the Stress Risk Thermometer—a framework originally used in corporate environments by management specialists and organizational psychologists—is recommended. This tool segments staff into three stress zones:

  • Low Zone: Staff feel stressed "none of the time" or "rarely." They are generally engaged, present, and productive.

  • Medium Zone: Staff feel stressed "sometimes." They are at risk of declining performance and may signal emerging organizational issues.

  • High Zone: Staff feel stressed "frequently" or "all the time." They face high burnout risk, are more likely to be absent, and may be considering resignation.

A core survey question—"How often do you feel stressed, anxious, or overwhelmed at work?"—can be administered semiannually. Supplementary items can assess perceptions of workload, psychological safety, and confidence in coping mechanisms.

When aggregated and anonymized, these data allow leadership to monitor stress trends and identify at-risk teams or functions. Critically, the tool links stress levels with operational indicators such as absenteeism, enabling informed, preventive action.

Stress, Absenteeism, and Institutional Resilience

The relationship between educator stress and absenteeism is well-documented (Steiner & Woo, 2021). Stress-related absences often serve as early warning signs of deeper systemic dysfunction—such as poor leadership, toxic culture, or unmanageable workload. Ignoring these signs can accelerate burnout and turnover.

Schools that track stress in parallel with operational data—such as teacher attendance, student behavior, or academic outcomes—can surface hidden correlations and intervene earlier. For instance, a school with high stress levels among math teachers might also see lower math performance and higher student referrals.

Resilience emerges not from crisis response alone but from embedding stress awareness into governance structures. Just as school boards review financial or academic dashboards, they should also review staff well-being data and integrate these insights into improvement plans.

Case Study: A District-Level Application

In a mid-sized U.S. school district, leadership adopted the Stress Risk Thermometer to explore chronic absenteeism among teaching staff. Data revealed that while school leaders reported high stress, they also demonstrated greater resilience. In contrast, instructional staff reported both high stress and low coping confidence.

The district responded with multi-tiered supports: leadership coaching, staff-led well-being committees, and adjustments to workloads and meeting times. Within two terms, participation in voluntary well-being programs rose by over 50%, and teacher absenteeism declined by 14%. Importantly, student performance indicators also improved, suggesting systemic benefit.

Institutionalizing Stress Management in Schools

Schools must formalize stress management as a core component of operational strategy. International standards such as ISO 45003 (ISO, 2021) offer guidance on managing psychosocial risks. Education systems can align with these standards by:

  • Including stress metrics in performance reviews and school improvement plans.

  • Forming cross-functional teams to monitor and address well-being.

  • Training leaders in psychological safety and resilience-building practices.

Successful integration requires cross-departmental collaboration. HR, curriculum, finance, and operations must coordinate to align well-being with instructional priorities and resource planning.

Ethical and Practical Considerations

Data privacy and staff trust are paramount. Stress assessments must be anonymous and used for institutional—not individual—accountability (Robertson & Cooper, 2011). Clear communication about purpose, confidentiality, and expected outcomes is essential.

Engaging staff in co-designing interventions increases legitimacy and efficacy. When educators see their feedback lead to change, participation—and well-being—improves.

Conclusion

Educator stress is no longer a peripheral concern. It is a systemic risk that requires strategic oversight and continuous management. By adopting tools like the Stress Risk Thermometer and embedding stress data into decision-making, schools can strengthen resilience, improve attendance, and sustain educational quality.

Just as schools track test scores and budgets, they must also track well-being. In doing so, they transform staff care from a side initiative into a foundational pillar of educational excellence.

References

American Psychological Association. (2023). Work in America Survey: Key Findings. https://www.apa.org/pubs/reports/work-in-america/2023

Carver-Thomas, D., & Darling-Hammond, L. (2019). Teacher Turnover: Why It Matters and What We Can Do About It. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover-report

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the U.S.? Education Finance and Policy, 4(2), 115–149. https://doi.org/10.1162/edfp.2009.4.2.115

Deloitte. (2024). Mental health and well-being in the workplace: A Deloitte global study. https://www2.deloitte.com/insights/us/en/focus/human-capital-trends/2024/mental-health-workplace-global-study.html

Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health: Effects on teachers, students, and schools. Pennsylvania State University. https://www.rwjf.org/en/library/research/2016/07/teacher-stress-and-health.html

Hassan, Z., Mohamed, A., & Shareef, R. (2024). Influence of workload and level of stress on work–life balance, organizational commitment and performance among employees in higher education in the Maldives. Journal of Eco-Business Management, 3(12), 15–30.

International Organization for Standardization. (2021). ISO 45003:2021 Occupational health and safety management—Psychological health and safety at work—Guidelines for managing psychosocial risks. https://www.iso.org/standard/64283.html

Quick, J. C., & Henderson, D. F. (2016). Occupational stress: Preventing suffering, enhancing well-being. International Journal of Environmental Research and Public Health, 13(5), 459. https://doi.org/10.3390/ijerph13050459

Robertson, I., & Cooper, C. (2011). Well-being: Productivity and happiness at work. Palgrave Macmillan.

Steiner, E. D., & Woo, A. (2021). Job-related stress threatens the teacher supply: Key findings from the 2021 State of the U.S. Teacher Survey. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-1.html

U.S. Department of Education, Office for Civil Rights. (2016). Data snapshot: Teacher equity. https://ocrdata.ed.gov 

Saturday, February 24, 2024

 

In the realm of tourism development, the appointment of Ibrahim Faisal as the new Tourism Minister heralds a promising era for the Maldives. Tasked with navigating the course for the nation’s tourism sector, Faisal brings to the table a unique blend of persuasive prowess, in-depth knowledge, visionary leadership, unbridled enthusiasm, and a steadfast commitment to fortifying the Muizzu government.

At the forefront of Faisal’s arsenal is his remarkable ability to persuade and rally stakeholders towards a common vision. With a compelling charisma and a knack for articulating complex ideas in a relatable manner, Faisal has swiftly garnered support from both public and private sectors alike. His inclusive approach to decision-making fosters collaboration and ensures that diverse voices are heard, laying the groundwork for sustainable tourism initiatives that benefit all stakeholders.

Faisal’s profound understanding of tourism development is evident in his strategic initiatives and policy proposals. Drawing upon years of experience in the tourism industry, coupled with a keen awareness of global trends and best practices, he is well-equipped to navigate the challenges and opportunities facing the Maldives’ tourism landscape. From infrastructure improvements to eco-friendly initiatives, Faisal’s agenda is rooted in fostering responsible tourism that preserves the nation’s natural beauty for future generations.

As a visionary leader, Faisal not only sets ambitious goals but also inspires others to join him on the journey towards realizing them. His forward-thinking mindset and innovative approach have revitalized the tourism sector, igniting a sense of optimism and excitement among industry stakeholders. By championing bold ideas and embracing change, Faisal is poised to usher in a new era of prosperity and growth for the Maldives’ tourism industry.

Faisal’s enthusiasm for developing tourism is palpable in every endeavor he undertakes. Whether spearheading marketing campaigns to attract international visitors or spearheading infrastructure projects to enhance visitor experiences, his passion for the industry shines through. With boundless energy and a relentless drive for excellence, Faisal is a catalyst for positive change, propelling the Maldives towards becoming a premier tourism destination on the world stage.

Beyond his dedication to advancing the tourism sector, Faisal is deeply committed to strengthening the Muizzu government and serving the people of the Maldives. By fostering strong partnerships, promoting transparency, and prioritizing the needs of citizens, he aims to build a more resilient and inclusive society. Through his leadership, Faisal seeks to empower individuals and communities, creating a brighter future for generations to come.

Ibrahim Faisal’s appointment as Tourism Minister marks a new chapter in the Maldives’ journey towards tourism excellence. With his persuasive abilities, extensive knowledge, visionary leadership, enthusiasm, and dedication to strengthening the Muizzu government, Faisal is poised to lead the nation towards sustainable growth and prosperity in the years ahead. As the Maldives charts its course in the global tourism arena, Faisal stands as a beacon of hope and inspiration for all who call these paradise islands home.

Ibrahim Faisal: A New Dawn for Tourism Development in Muizzu Government

Posted on by Abdul Latheef Ali
 

In the realm of tourism development, the appointment of Ibrahim Faisal as the new Tourism Minister heralds a promising era for the Maldives. Tasked with navigating the course for the nation’s tourism sector, Faisal brings to the table a unique blend of persuasive prowess, in-depth knowledge, visionary leadership, unbridled enthusiasm, and a steadfast commitment to fortifying the Muizzu government.

At the forefront of Faisal’s arsenal is his remarkable ability to persuade and rally stakeholders towards a common vision. With a compelling charisma and a knack for articulating complex ideas in a relatable manner, Faisal has swiftly garnered support from both public and private sectors alike. His inclusive approach to decision-making fosters collaboration and ensures that diverse voices are heard, laying the groundwork for sustainable tourism initiatives that benefit all stakeholders.

Faisal’s profound understanding of tourism development is evident in his strategic initiatives and policy proposals. Drawing upon years of experience in the tourism industry, coupled with a keen awareness of global trends and best practices, he is well-equipped to navigate the challenges and opportunities facing the Maldives’ tourism landscape. From infrastructure improvements to eco-friendly initiatives, Faisal’s agenda is rooted in fostering responsible tourism that preserves the nation’s natural beauty for future generations.

As a visionary leader, Faisal not only sets ambitious goals but also inspires others to join him on the journey towards realizing them. His forward-thinking mindset and innovative approach have revitalized the tourism sector, igniting a sense of optimism and excitement among industry stakeholders. By championing bold ideas and embracing change, Faisal is poised to usher in a new era of prosperity and growth for the Maldives’ tourism industry.

Faisal’s enthusiasm for developing tourism is palpable in every endeavor he undertakes. Whether spearheading marketing campaigns to attract international visitors or spearheading infrastructure projects to enhance visitor experiences, his passion for the industry shines through. With boundless energy and a relentless drive for excellence, Faisal is a catalyst for positive change, propelling the Maldives towards becoming a premier tourism destination on the world stage.

Beyond his dedication to advancing the tourism sector, Faisal is deeply committed to strengthening the Muizzu government and serving the people of the Maldives. By fostering strong partnerships, promoting transparency, and prioritizing the needs of citizens, he aims to build a more resilient and inclusive society. Through his leadership, Faisal seeks to empower individuals and communities, creating a brighter future for generations to come.

Ibrahim Faisal’s appointment as Tourism Minister marks a new chapter in the Maldives’ journey towards tourism excellence. With his persuasive abilities, extensive knowledge, visionary leadership, enthusiasm, and dedication to strengthening the Muizzu government, Faisal is poised to lead the nation towards sustainable growth and prosperity in the years ahead. As the Maldives charts its course in the global tourism arena, Faisal stands as a beacon of hope and inspiration for all who call these paradise islands home.

Saturday, February 17, 2024

The Addu Inter-School Athletics Meet 2024 served as a platform for young athletes to showcase their talents, determination, and sportsmanship. However, amidst the exhilarating races and competitive spirit, a troubling trend emerged – the normalization of paying for ignorance. This article sheds light on why such practices should not prevail, particularly in events like the Addu Inter-School Athletics Meet.

In the realm of athletics, fairness and transparency are paramount. Yet, during the sprint events at the Addu Inter-School Athletics Meet, instances occurred where athletes were left unaware of their positions due to significant gaps between sprinters. Ignorance of an athlete's position not only undermines the integrity of the competition but also denies athletes the opportunity to gauge their performance accurately. In a fair and just sporting environment, every athlete deserves to be informed of their standing, regardless of the outcome.

Another concerning practice witnessed at the Addu Inter-School Athletics Meet was the charging of fees to review faults that occurred during the judging process. Charging athletes or their representatives to review faults is unjust and contrary to the principles of fairness and accountability. Access to a transparent review process should be a fundamental right for all athletes, free from financial barriers. Charging for reviews creates a system where only those with financial means can seek justice, perpetuating inequality and eroding the integrity of the competition.

Moreover, the ignorance of fiscal decency in collecting charges further exacerbates the issue. Organizers must ensure that any fees or charges levied are reasonable, transparent, and justified. Failure to uphold fiscal decency not only undermines the credibility of the competition but also reflects poorly on the integrity of the organizing body. Transparency in financial matters is essential to maintain trust and confidence among athletes, coaches, and spectators.

Equally troubling is the refusal to reimburse money when athletes are found not guilty of any wrongdoing. In a fair and just system, athletes should not be financially penalized for faults or infractions that they did not commit. Refusing to reimburse money in such instances not only perpetuates injustice but also undermines the credibility of the entire adjudication process. Athletes must have confidence that their financial interests will be protected, regardless of the outcome of any review or investigation.

Addu Inter-School Athletics Meet 2024 provided a platform for young athletes to excel and showcase their talents. However, the normalization of paying for ignorance threatens to tarnish the integrity of the competition. Ignorance of athletes' positions, charging fees for fault reviews, ignoring fiscal decency in collecting charges, and refusing to reimburse money when athletes are found not guilty are practices that should not be condoned. Organizers, officials, and stakeholders must uphold the principles of fairness, transparency, and integrity in all aspects of the competition. Only by rejecting the norm of paying for ignorance can we ensure that the Addu Inter-School Athletics Meet remains a true celebration of athleticism and sportsmanship.

Upholding Integrity in Athletics: Rejecting the Norm of Paying at Addu Inter-School Athletics Meet 2024

Posted on by Abdul Latheef Ali

The Addu Inter-School Athletics Meet 2024 served as a platform for young athletes to showcase their talents, determination, and sportsmanship. However, amidst the exhilarating races and competitive spirit, a troubling trend emerged – the normalization of paying for ignorance. This article sheds light on why such practices should not prevail, particularly in events like the Addu Inter-School Athletics Meet.

In the realm of athletics, fairness and transparency are paramount. Yet, during the sprint events at the Addu Inter-School Athletics Meet, instances occurred where athletes were left unaware of their positions due to significant gaps between sprinters. Ignorance of an athlete's position not only undermines the integrity of the competition but also denies athletes the opportunity to gauge their performance accurately. In a fair and just sporting environment, every athlete deserves to be informed of their standing, regardless of the outcome.

Another concerning practice witnessed at the Addu Inter-School Athletics Meet was the charging of fees to review faults that occurred during the judging process. Charging athletes or their representatives to review faults is unjust and contrary to the principles of fairness and accountability. Access to a transparent review process should be a fundamental right for all athletes, free from financial barriers. Charging for reviews creates a system where only those with financial means can seek justice, perpetuating inequality and eroding the integrity of the competition.

Moreover, the ignorance of fiscal decency in collecting charges further exacerbates the issue. Organizers must ensure that any fees or charges levied are reasonable, transparent, and justified. Failure to uphold fiscal decency not only undermines the credibility of the competition but also reflects poorly on the integrity of the organizing body. Transparency in financial matters is essential to maintain trust and confidence among athletes, coaches, and spectators.

Equally troubling is the refusal to reimburse money when athletes are found not guilty of any wrongdoing. In a fair and just system, athletes should not be financially penalized for faults or infractions that they did not commit. Refusing to reimburse money in such instances not only perpetuates injustice but also undermines the credibility of the entire adjudication process. Athletes must have confidence that their financial interests will be protected, regardless of the outcome of any review or investigation.

Addu Inter-School Athletics Meet 2024 provided a platform for young athletes to excel and showcase their talents. However, the normalization of paying for ignorance threatens to tarnish the integrity of the competition. Ignorance of athletes' positions, charging fees for fault reviews, ignoring fiscal decency in collecting charges, and refusing to reimburse money when athletes are found not guilty are practices that should not be condoned. Organizers, officials, and stakeholders must uphold the principles of fairness, transparency, and integrity in all aspects of the competition. Only by rejecting the norm of paying for ignorance can we ensure that the Addu Inter-School Athletics Meet remains a true celebration of athleticism and sportsmanship.

Friday, January 12, 2024

The debate surrounding the ideal duration of secondary schooling has been a topic of discussion in educational circles. Traditionally, a four-semester secondary schooling system has been the norm, but there is an emerging recognition of the benefits associated with a six-semester model. This essay explores the advantages of a six-semester secondary schooling system over the conventional four-semester approach.

Comprehensive Curriculum: One of the key advantages of a six-semester secondary schooling system is the opportunity to offer a more comprehensive curriculum. With an extended timeframe, educators can delve deeper into subjects, providing students with a more thorough understanding of various disciplines. This extended curriculum not only enhances academic knowledge but also allows for a broader exploration of elective courses, fostering a well-rounded education.

Holistic Development: Six semesters allow for a more balanced focus on both academic and non-academic aspects of a student's development. In addition to core subjects, schools can incorporate a diverse range of extracurricular activities, sports, and community service initiatives. This holistic approach ensures that students not only excel academically but also develop essential life skills, leadership qualities, and a sense of social responsibility.

Reduced Academic Pressure: A six-semester secondary schooling system distributes the academic workload more evenly across the extended timeframe. This can alleviate the intense pressure often associated with a condensed four-semester model. With a more manageable pace, students have the opportunity to absorb information thoroughly, engage in deeper learning, and cultivate critical thinking skills. The reduced pressure contributes to a healthier learning environment, promoting mental well-being among students.

Flexible Learning Paths: A longer secondary schooling period allows for greater flexibility in designing individualized learning paths. Students can explore diverse subjects, identify their interests, and make informed decisions about their future academic and career pursuits. The extended duration facilitates personalized guidance, helping students make well-informed choices regarding higher education and career goals.

Preparation for Higher Education: Six semesters provide a more solid foundation for students transitioning to higher education. The extended duration enables educators to cover advanced topics and prepare students for the rigors of tertiary education. This not only enhances the quality of education but also equips students with the skills and knowledge needed to excel in higher academic pursuits.

Conclusion: In conclusion, the advantages of a six-semester secondary schooling system are evident in its ability to offer a comprehensive curriculum, foster holistic development, reduce academic pressure, provide flexible learning paths, and better prepare students for higher education. While the conventional four-semester model has been the norm, the evolving landscape of education suggests that a more extended timeframe can significantly contribute to the overall development and success of students. As we strive to meet the diverse needs of learners, the merits of a six-semester secondary schooling system stand out as a promising avenue for educational innovation and excellence.

Advantages of Six-Semester Secondary Schooling: A Comprehensive Approach to Education

Posted on by Abdul Latheef Ali

The debate surrounding the ideal duration of secondary schooling has been a topic of discussion in educational circles. Traditionally, a four-semester secondary schooling system has been the norm, but there is an emerging recognition of the benefits associated with a six-semester model. This essay explores the advantages of a six-semester secondary schooling system over the conventional four-semester approach.

Comprehensive Curriculum: One of the key advantages of a six-semester secondary schooling system is the opportunity to offer a more comprehensive curriculum. With an extended timeframe, educators can delve deeper into subjects, providing students with a more thorough understanding of various disciplines. This extended curriculum not only enhances academic knowledge but also allows for a broader exploration of elective courses, fostering a well-rounded education.

Holistic Development: Six semesters allow for a more balanced focus on both academic and non-academic aspects of a student's development. In addition to core subjects, schools can incorporate a diverse range of extracurricular activities, sports, and community service initiatives. This holistic approach ensures that students not only excel academically but also develop essential life skills, leadership qualities, and a sense of social responsibility.

Reduced Academic Pressure: A six-semester secondary schooling system distributes the academic workload more evenly across the extended timeframe. This can alleviate the intense pressure often associated with a condensed four-semester model. With a more manageable pace, students have the opportunity to absorb information thoroughly, engage in deeper learning, and cultivate critical thinking skills. The reduced pressure contributes to a healthier learning environment, promoting mental well-being among students.

Flexible Learning Paths: A longer secondary schooling period allows for greater flexibility in designing individualized learning paths. Students can explore diverse subjects, identify their interests, and make informed decisions about their future academic and career pursuits. The extended duration facilitates personalized guidance, helping students make well-informed choices regarding higher education and career goals.

Preparation for Higher Education: Six semesters provide a more solid foundation for students transitioning to higher education. The extended duration enables educators to cover advanced topics and prepare students for the rigors of tertiary education. This not only enhances the quality of education but also equips students with the skills and knowledge needed to excel in higher academic pursuits.

Conclusion: In conclusion, the advantages of a six-semester secondary schooling system are evident in its ability to offer a comprehensive curriculum, foster holistic development, reduce academic pressure, provide flexible learning paths, and better prepare students for higher education. While the conventional four-semester model has been the norm, the evolving landscape of education suggests that a more extended timeframe can significantly contribute to the overall development and success of students. As we strive to meet the diverse needs of learners, the merits of a six-semester secondary schooling system stand out as a promising avenue for educational innovation and excellence.

Tuesday, November 17, 2020

The internet can be terrifying for your children. Children can be exposed to cybercriminals without protection and parental supervision. Here are some of the different ways cybercriminals attack children from luring children through the use of apps to steal images from the accounts of parents.


1. Online Sharing of Personal Information

Many parents do not know that their children may be victims of identity fraud. You’re not even going to know much of the time that a child’s identity was stolen until issues occur. Years later, they could apply for their first credit line or get a university loan. Only then will they discover that a cybercriminal has run up debts on their behalf, and a child has already borrowed a million dollars.
 
It’s scary and even scarier since their parents shared so much information online, your child could take years to recover. Children have clean slates to encourage cybercriminals to take loans, open credit card accounts and even apply for a property for sale.
 
One of the signs that your child has been a victim of identity fraud is that they receive e-mail from a debt collection service. You may have a credit report already.
 

Protecting your kid

The good news is that your children can be shielded from this form of robbery. Limit publicly shared knowledge and warn your child about the risks of over-sharing.
 

2. Fake Gaming Applications

Many hackers use fake game apps to drag children down to their computers to download malware. They also use famous titles to trick children into downloading fake software applications. Some of these apps are an early version of the game, a new edition, or a helpful guide
 
They can contain a variety of malware that allows hackers to collect login and bank details or spy on your business. Some of them can provide hackers with remote access to your computer and operate without your knowledge.
 
Often downloading the fake app could redirect your child to a malicious site where other files are requested to be downloaded. These also have undefined names or extensions of files.
 

Protecting your kid

Make sure your child uses apps only from the official app store. In official stores, apps are tested until they appear. Please be aware Android users can download fraudulent software from other app stores. Jailbroken iPhones may also bypass approved facilities and should be avoided.
 
Protect your children by activating limits, requesting a password or a download or purchase authorisation and setting up parental controls on your home computer.
 

3. Apps for Social Media

Cyber creeps also link to children via social media. Although some claim to be someone else by practising catfishing, others use “online treatment.” This can take a short or long time to gain the confidence of a child.
 
You child can at first receive an innocent invitation to interact. Then the predator starts to inquire about the day of the child or about what he or she likes. They would also encourage the child to keep its conversations hidden and then learn about vulnerabilities for abuse.
 
They can send sexual messages covered up as compliments, then coax children into sexualised photos. They may also chase children into sex by threatening to give images, that the children have already sent, to friends and family. In extreme situations, this can lead to real-life meetings.
 
And worst, most social media applications will use the location of the user. This means that a predator knows where the child is and knows habits and routines, i.e. when the child goes to school.
 

Protecting your kid

This is incredibly terrifying because it protects your children by privately configuring their social media accounts. Esteem and knowledge go a long way, so talk about this kind of scam. Make sure you understand the effects of sharing personal details and photographs.
 

4. Pictures Parents Share Online

Digital abduction is a danger that many parents do not know is there. It is achieved by stealing a picture of a child and using it on other pages to say that the child is theirs. This could lead to role play for infants.
 
Roller babies create fake accounts using stolen images, give new identities to these babies, and place fabricated information in captions. Strangers will then impersonate them by answering the children’s comments. While some words are not malicious, others can be very upsetting.
 
You might also be able to expose your children to paedophiles by sharing images online. These criminals steal pictures from the accounts of parents and post them on pages of sexual exploitation or paedophile groups. And children’s photographs of everyday items can be twisted into sexual appearance and used for online child pornography.
 

Protecting your kid

Parents should always review their accounts’ privacy settings to ensure they only share child images with trusted friends and family.
 

5. Chat-in Games

You can make your child’s PlayStation, Xbox, or Nintendo Switch online open to game predators. They use the characteristics of online multi-player video games as their new hunting ground.
 
They also pose as children to gain the trust of their victims. The children are then coerced to send sexually explicit images and videos, to share personal information or to meet in person.
 

Protecting your kid

Set up parental controls on the console of your child. You may set playtime limit or restrict communication and content created by the user. You can prevent your child from interacting with other players through messages, chat and game invitations. You can also block other players’ videos, pictures or text.
 

Take Charge

The internet is full of evil cybercriminals who see your child as an easy target. Your role as a parent is to ensure that your children are safe when they go online. Apart from setting parental controls and testing privacy settings periodically, it is crucial that you actively communicate online risks to your children.
 
Talk to them and update them regularly. Please pay attention to their body language, because it could tell you something that they can keep from you. Let them know that whatever happens, they can turn to you.

5 Ways Parents can Protect Children from Cybercriminals

Posted on by Abdul Latheef Ali

The internet can be terrifying for your children. Children can be exposed to cybercriminals without protection and parental supervision. Here are some of the different ways cybercriminals attack children from luring children through the use of apps to steal images from the accounts of parents.


1. Online Sharing of Personal Information

Many parents do not know that their children may be victims of identity fraud. You’re not even going to know much of the time that a child’s identity was stolen until issues occur. Years later, they could apply for their first credit line or get a university loan. Only then will they discover that a cybercriminal has run up debts on their behalf, and a child has already borrowed a million dollars.
 
It’s scary and even scarier since their parents shared so much information online, your child could take years to recover. Children have clean slates to encourage cybercriminals to take loans, open credit card accounts and even apply for a property for sale.
 
One of the signs that your child has been a victim of identity fraud is that they receive e-mail from a debt collection service. You may have a credit report already.
 

Protecting your kid

The good news is that your children can be shielded from this form of robbery. Limit publicly shared knowledge and warn your child about the risks of over-sharing.
 

2. Fake Gaming Applications

Many hackers use fake game apps to drag children down to their computers to download malware. They also use famous titles to trick children into downloading fake software applications. Some of these apps are an early version of the game, a new edition, or a helpful guide
 
They can contain a variety of malware that allows hackers to collect login and bank details or spy on your business. Some of them can provide hackers with remote access to your computer and operate without your knowledge.
 
Often downloading the fake app could redirect your child to a malicious site where other files are requested to be downloaded. These also have undefined names or extensions of files.
 

Protecting your kid

Make sure your child uses apps only from the official app store. In official stores, apps are tested until they appear. Please be aware Android users can download fraudulent software from other app stores. Jailbroken iPhones may also bypass approved facilities and should be avoided.
 
Protect your children by activating limits, requesting a password or a download or purchase authorisation and setting up parental controls on your home computer.
 

3. Apps for Social Media

Cyber creeps also link to children via social media. Although some claim to be someone else by practising catfishing, others use “online treatment.” This can take a short or long time to gain the confidence of a child.
 
You child can at first receive an innocent invitation to interact. Then the predator starts to inquire about the day of the child or about what he or she likes. They would also encourage the child to keep its conversations hidden and then learn about vulnerabilities for abuse.
 
They can send sexual messages covered up as compliments, then coax children into sexualised photos. They may also chase children into sex by threatening to give images, that the children have already sent, to friends and family. In extreme situations, this can lead to real-life meetings.
 
And worst, most social media applications will use the location of the user. This means that a predator knows where the child is and knows habits and routines, i.e. when the child goes to school.
 

Protecting your kid

This is incredibly terrifying because it protects your children by privately configuring their social media accounts. Esteem and knowledge go a long way, so talk about this kind of scam. Make sure you understand the effects of sharing personal details and photographs.
 

4. Pictures Parents Share Online

Digital abduction is a danger that many parents do not know is there. It is achieved by stealing a picture of a child and using it on other pages to say that the child is theirs. This could lead to role play for infants.
 
Roller babies create fake accounts using stolen images, give new identities to these babies, and place fabricated information in captions. Strangers will then impersonate them by answering the children’s comments. While some words are not malicious, others can be very upsetting.
 
You might also be able to expose your children to paedophiles by sharing images online. These criminals steal pictures from the accounts of parents and post them on pages of sexual exploitation or paedophile groups. And children’s photographs of everyday items can be twisted into sexual appearance and used for online child pornography.
 

Protecting your kid

Parents should always review their accounts’ privacy settings to ensure they only share child images with trusted friends and family.
 

5. Chat-in Games

You can make your child’s PlayStation, Xbox, or Nintendo Switch online open to game predators. They use the characteristics of online multi-player video games as their new hunting ground.
 
They also pose as children to gain the trust of their victims. The children are then coerced to send sexually explicit images and videos, to share personal information or to meet in person.
 

Protecting your kid

Set up parental controls on the console of your child. You may set playtime limit or restrict communication and content created by the user. You can prevent your child from interacting with other players through messages, chat and game invitations. You can also block other players’ videos, pictures or text.
 

Take Charge

The internet is full of evil cybercriminals who see your child as an easy target. Your role as a parent is to ensure that your children are safe when they go online. Apart from setting parental controls and testing privacy settings periodically, it is crucial that you actively communicate online risks to your children.
 
Talk to them and update them regularly. Please pay attention to their body language, because it could tell you something that they can keep from you. Let them know that whatever happens, they can turn to you.
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