that people like me still into what happened to the outspoken kremlin critic, exist. not all young adults are alexei navalny. germany says it has proven out partying with their he was poisoned with a novichok friends, there are still people like me who are still scared nerve agent — the same substance used in an attack and still needing to take it in salisbury in 2018. very seriously. what do you say to young adults in that 1a people have gone on trial situation? because there will in paris charged with helping bea situation? because there will be a lot of people who are the gunmen who carried out attacks on french satirical magazine, charlie hebdo, watching who are alone and may be struggling on the way that and a jewish supermarket, you describe. i would say that, five years ago. three men killed 17 people across a three day period — you describe. i would say that, you are not alone. there are a before being shot lot of people out there who are dead by police. still having to take it scientists have discovered a black hole so large that it challenges current seriously and still in your position, and know that theories of physics. eventually this will be over and you will be stronger for it theories of physics. raises the possibility that black it raises the possibility that black holes merge often crossed it, and people, young people the vastness of space. with disabilities, we are fighters. we know the meaning of life and we know, from a the number of people under 25 younger age, kind of, what it who are on universal credit has

doubled since march. ta kes to younger age, kind of, what it takes to survive. which sounds the government has now launched dramatic but, so we have a a scheme called kickstart, with a £2 billion fundto help greater sense of empathy, i create hundreds of thousands would say. so use that to your of work placements for those aged 16 to 2a who are on universal credit and at risk advantage, how can you speak up of long—term unemployment. for what you believe in and ministers are urging firms speak up for what you need, to sign up from today. because a lot of times, we have our business editor to fight for everything. so how simonjack has more details. can we make it so that the a generation of young workers whose prospects have been hit hardest people who are younger than us by the biggest economic shock won't have to fight as much or in nearly a century. their futures are now as hard. cameron lynch on the looking less bright. lois, pictured here, was due to start a job at a holiday camp — that role no longer exists. dilemma for clinically vulnerable students like her she hopes the kickstarter scheme can help. loads of people are being made who want to pursue their redundant and especially learning without damaging their health. i'm philippa thomas. as a college leaver, jobs are so hard to thank you for watching this come by at the moment. week's coronavirus: your as a young person that has just finished college, it's an amazing opportunity for me to get out there, build up skills stories. on my cv and hopefully maybe get a job out of it, and sort of, you know, keep in the working way hello. it will be a much milder end and still earn some money from it. to the night, that is because we've picked up the scheme is atlantic weather fronts

available to under 25 as more cloud around. who are claiming and although that is clearing away for many, universal credit. we will still have quite a cool and brisk breeze with showers the government will pay national minimum wage for up to 25 hours coming in on that atlantic wind. a week for six months, these are the weather fronts i've talked about, plus employers‘ national some heavy, thundery rain for a time through the night. insurance contributions. this cold weather front is bringing some more there are also grants of £1,500 persistent rain southwards available to employers and to the south of that it to cover their set—up costs. is very misty. the £2 billion the treasury has low cloud is shrouding the hills and headlands in fog, earmarked for the scheme, but it was three or four on paper could provide 300,000 degrees on wednesday morning six—month placements. in some areas in suffolk. so it will be a milder start, that's three times the size but a grey one for some. of a similar scheme launched after the financial crisis, already, though, the brighter but those numbers are dwarfed skies are with us for scotland, northern ireland, by the tens of billions northern england, filtering through wales in the morning, the government has spent into the midlands in supporting furloughed workers, and it's unrealistic to expect this scheme the afternoon, but the more to offset the flood appreciable rain could linger of job losses, into the second part as that scheme is withdrawn of the afternoon further south and the cloud towards evening as well. but we will still see at the end of october. temperatures into the high teens in the low 20s, and obviously with some sunshine in northeastern areas of both scotland and north—east there are fears older workers england, but there will be will be let go to be replaced a near—gale force wind in the far north—west by essentially free youngsters, of scotland, most will have but the government says the scheme is designed a breezier day than wednesday. to prevent that kind of abuse. john nollett runs an engineering firm in warwickshire. that breeze will blow the cloud in the rain away from the south on friday, continue to push

he's keen, but firms who can take showers into the north and west fewer than 30 people will have but actually, through into to join forces with others, friday morning it will be which means it will take time chillier to start, so much to get people into work. milder this morning but a chilly one again the details have been sketchy. on friday morning. we knew the scheme was there, there is some uncertainty we wanted to use the scheme, on the details for friday regarding the rain. we're keen to use the scheme. we now have the details today, still sunny spells and showers, possibly more of them which is great, but we now find in the north on friday, but this area of rain may push we have to use an intermediary, because we only want a few in across southern parts people, we don't of england and wales, want 30, so there's through the second half a lot more to go yet, or during through the day before we can actually start and it's just uncertain as to how much we are going to get. employing these people. so we'll firm up on details with time. as that then clears away so, i believe we've got to wait the weekend is set up with low till about november. pressure to the north and meanwhile, the industries a brisk north—westerly wind. hit hardest, leisure, high—pressure starting retail, hospitality, to build into the southwest. are the ones laying off the highest proportion but again, it's a chilly direction so if anything, of young workers. the government hopes temperatures will be suppressed this scheme will help prevent youth a little bit more this weekend, unemployment from turning just the high teens for most, into lifelong disadvantage. and showers continuing, simon jack, bbc news. possibly something a little wetter later in the day in northern ireland but at this stage, the devil is in the details but if that now on bbc news, does develop that could push coronavirus: your stories. philippa thomas hears further southwards during from people about how covid—19 saturday night and into sunday, has changed their lives. bringing more showers across england and wales. either side of that, some drier brighter weather, still quite cool in that brisk north—westerly wind, high still into the high teens.

as ever, there's more online including the warnings. welcome to coronavirus your stories, a programme about how covid—19 is changing lives around the world. i'm philippa thomas and this week we are looking at education where there has been enormous upheaval over the last six months as country after country went into lockdown, millions of schools closed their doors. those that were able to talk teaching online. now, in many places, we are in back to school season and this week we will hear stories about how the pandemic has already transformed teaching and what it feels like when going back to the classroom is not an easy option. later we will speak to an american intern here in the uk who is campaigning for stu d e nts uk who is campaigning for students like herself who are immunocompromised and at most

at risk from returning to campus. first, two teachers with very different stories about how they have adapt did during the pandemic. peter is a science teacher in remote tenure who took home a global teacher prize last year. jamie isa teacher prize last year. jamie is a london maths teacher who was a finalist for that award this year. jamie, you first. welcome to bbc news. here in the uk, covid has meant i'm mike embley. our top stories: demands for moscow to explain remote teaching. how has that what happened to alexei navalny been for you? we have been able as german doctors say he was poisoned with a nerve agent. to continue lessons to a degree of normalcy without face—to—face interaction but we this is directly leading to the russians. they are the only ones have done our best to maintain who have ever made this stuff, they are the only the usual routine of a school ones who have been known day so the lessons are still at the normal time. we have been to use it before. encouraged to have as many live fourteen go on trial in france over the deadly attack meetings as possible and i do on the satirical magazine many things i would normally do charlie hebdo, five years ago. ina many things i would normally do in a lesson, such as teaching from power points, i can still what happens when two black holes collide? scientists may have found the answer, use from power points, i can still use those, i annotate it with a and it's challenging

virtual pen. i can still speak the laws of physics. to students and target them for questioning. it has been very and as harry and meghan different but interesting how strike a deal with netflix it has in some ways become a new normal, we have been doing it for so long that it just now seems relatively normal. peter, your story is different. how has the coronavirus change the way you teach? i can say that it has had a very negative impact. as a teacher we are used to going to class and teaching face—to—face but that is not happening now and considering that many educators agree to me —— with me that teaching is very important. teaching science is not easy at the moment because you need to have students around with you, putting them into groups and

right now that is not possible. that is one of the challenges i experience at the moment and there are a number of things i do to make sure some things are done but it is not possible to achieve that. not having the routine of school, has disadvantaged my students. they miss theirfriends, disadvantaged my students. they miss their friends, they are not interacting with them right 110w not interacting with them right now and the other thing is that they are unable to have access to things such as counselling and free meals. jamie, there is clearly a different story between the two schools but the fa ct between the two schools but the fact that pupils, all of us are social beings, that must make a difference for the students that you teach as well. indeed. i have some of the same problems as peter at my school. the fact that we do not have face—to—face interaction in terms of school support for students, it makes it much more difficult without being able to see it face—to—face. for

example i have been inclined to organise a weekly time to check oi'i organise a weekly time to check on student welfare and catch up with them and what they have been doing. but it has been more difficult and when these students cannot see each other because they have to isolate in their own houses and i know they communicate via social media and such and in a similar way they would when they actually come to school anyway but it isjust not the same. and i would be incredibly glad when they can come back to school and have normal interaction with each other. school and have normal interaction with each otherlj wa nt interaction with each other.” wa nt to interaction with each other.” want to ask you more about how you teach. jamie, even before the pandemic you were something ofa the pandemic you were something of a wiz with virtual teaching. tell us about that. i run a platform used by several thousand schools. note that these will eventually have an example video. and it has come

into play quite a lot during the pandemic because the certain software i developed that helps in terms of remote teaching. there are things like teaching. there are things like teaching resources and a number of teachers have used my slides. another way you can think about it is area. some have been making youtube videos which has been great and there is also an example of like a virtual white board that i have used a lot during my teaching. that allows me to connect with stu d e nts that allows me to connect with students so i can see what they are writing on their boards and for exam questions and stuff andi for exam questions and stuff and i have been trying to adapt my technology since lock down so my technology since lock down soi my technology since lock down so i can support students better. for example, and something i was doing before lockdown which was effective, was setting a gcse paper during the lesson via the platform and i consider my computer and i can see live their answers coming in so i can identify what questions students have

misconceptions with and you can imagine how helpful that has been during the lockdown. i have adapted that so you can see live as it comes in without me having to refresh. in that way i can still get an assessment for learning without actually seeing the students visually. peter, you are in a very rural area of kenya and getting online is not that easy for students. tell me about the way you are trying to use technology. the students don't have access to computers, even in my own school we do not have those facilities. so what i do right now is i support the idea that learning is a continuous process. even if the students are not in school, learning should still take place and it is not limited to the four walls of the classroom. i give

them portable mobile phones because that is what they can afford right now and at the same timei afford right now and at the same time i give them weekly internet indoors because they have to be connected. without that you cannot connect and at the same time, a part from just leaving them phones and internet bundles, i offer continuing online mentorship for using the mobile phones, which other websites to use, what my colleague from the uk has said, he has a very nice website which they can use off—line because most of the time we don't have internet around here. and the other thing that i do as part of this programme is we also help pa rents programme is we also help parents and guardians with teaching tips because, you know, even most of the things i learned i learned from my pa rents. learned i learned from my parents. my father was a teacher and learning can take

place at home, notjust at school. so we help parents and guardians with teaching tips so they can also help their children learn about practical aspects and life skills while they are at home. jamie, do you have any reflection on what we heard from peter? a holistic approach to education. my school is in a lucky situation compared to peter's in terms of the provision we have and availability of internet and such. and i think it is how we can best use the resources we have two support students in that holistic way, pastorally academically and spiritually. jamie, one report in the uk this week that came out says that what the pandemic has done is shown that those who are better off have done letter from education. more resources at school and at home et cetera. those who are socially and economically worse off have really struggled and may have

lost as much as three months of education. i suppose that is a worry for the entire teaching community. absolutely. and that is why it is imperative that we make sure and i think it is the government's responsibility here, to make sure that all students have some sort of device with reliable internet so device with reliable internet so they can access education. technology has power to transform education but we must make sure every student has access. peter, i would like make sure every student has access. peter, iwould like to know more about what has been happening to yours you'd instead of how would you say the pandemic has affected your community? the community has been affected and everyone has been affected and everyone has been affected. used to go to school and we had a routine. you are going to wake up, you teach, you interact with unions and the new go to the staffroom. but right now that is not happening. i think it is had a psychosocial effect on

us, on the students and the community. currently many stu d e nts community. currently many students are staying at home with their parents and the majority are doing nothing to keep busy and active. young people like being active and interacting with others. and this has led to boredom and i am sorry this has led to boredom and i am sorry to say we have seen cases whereby this has resulted in things like area marriage and as teachers we have some fears that some students may not be able to come back to schools when they reopen and we hope that will happen soon. stu d e nts hope that will happen soon. students are also used to free meals being offered but that is not happening right now because most of our students come from poor homes and there is a

serious food shortage. so i think some parents are trying to teach, trying to teach their children and this is the time when they appreciate the importance of a teacher. they 110w importance of a teacher. they now see the great work that the teachers are doing. but i consider this, you know, later at the end of the term and that is why i am so happy with the initiative being ta ken is why i am so happy with the initiative being taken by the government and the minister of education and stakeholders to ensure that they come up with a solution for ensuring that even when the schools reopened that the students are safe and teachers are safe and learning continues. 0ne one advantage is that parents really appreciate teachers, see what they do think education has changed forever?”

what they do think education has changed forever? i think certain practices will change, obviously schools have to be incredibly reliant on technology in the uk and already and a staff meeting this morning, because this is my first day of school, and we are discussing how we are going to use that technology more. certain things like, parents evenings, we are going to do online now and certain as acts of our lesson. we are still using the same technology we we re using the same technology we were using a few months ago and there will be certain things that will be back to normal stopping my teaching is not going to change drastically but certainly think i will have a greater reliance on technology as we come back to normal teaching. two of the many ingenious and inspiring teachers around the world, determined not to let the virus stop them. you are watching coronavirus: youi’ stop them. you are watching coronavirus: your stories. a programme about how covid—19 is changing so many lives around the world. i'm philippa thomas

and this week we are looking at education. it is back—to—school season education. it is back—to—school season for so many students, but what if you want to keep studying online because you are clinically vulnerable, you feel that going back to school could actually damage your health? 19—year—old cameron lynch is just finishing an internship here in london with disability rights uk. she is due to continue her education back home in virginia in the united states but worries that after month of online learning, physically going back to school could pose a serious risk to health. when she spoke up about this, she realised she is not alone. i have type1 this, she realised she is not alone. i have type 1 diabetes, alone. i have type 1 diabetes, a form of muscular dystrophy, and syriac‘s disease, so returning to campus for the fall semester is dangerous for my health, and i'd believe that i'm not necessarily given the

same opportunities as my able—bodied peers in order to ta ke able—bodied peers in order to take the same classes and have the same graduation track as i am supposed to, so i have been trying to make sure that i'd still get the same education and opportunities as my other peers and to make sure that i am not falling behind in my work and trying to do the same for other students with disabilities as well. tell us about the letter that you wrote, and you put it on social media, and what happened? wrote, and you put it on social media, and what happened7m junei media, and what happened7m june i wrote a letter talking to my college—age peers about how their use of social media, broadcasting that they didn't ca re broadcasting that they didn't care about the isolation or the pandemic and were continuing living their lives was impacting my mental health because i was still incomplete isolation, still hadn't seen anyone for couple of months, so it was very hurtful to me to watch my friends go about their lives, and i didn't expect this

to happen but i head may be a0 other college students with disabilities or with autoimmune conditions reach out to me, telling me how much my letter meant to them and how they felt less alone, so i've then turned this into a support group for immunocompromised college stu d e nts to immunocompromised college students to have people to talk to and to have someone who understands their frustrations. can you give us an idea of the range of disabilities or vulnerabilities that the stu d e nts vulnerabilities that the students you are talking to are dealing with? there's 50 of in the group, we have a very wide range of conditions. we have some students who are in wheelchairs, there's a lot of stu d e nts wheelchairs, there's a lot of students with diabetes, similar to myself, but we kind of have a lot of autoimmune conditions. and right now, this week, in many countries there's a lot of talk about going back to school and it's seen as a physical thing. moving back onto

schools, campuses, but foryou, do you feel that the conversation simply overlooks you? yes. i would say-so. conversation simply overlooks you? yes. iwould say-so. i think there are very few schools that have even acknowledged their immunocompromised students or even acknowledged the presence of us and acknowledging that this is a very difficult time for us. we have been in com plete for us. we have been in complete isolation and for five months now, it is not an option for us to go back to school. i think there is a lot of narrative about choosing to go back or not choosing. if i could choose, i would be back on campus at my school and a heartbeat, but i don't have that decision, that was already made for me by my health and by my doctors, so i am staying at home, and my biggest concern moving forward is, i'm worried that students who are still at home are getting left out of the conversation out of communities, so i am trying to

increase awareness for the mental health of students with disabilities, because they know that a lot of them are feeling com pletely that a lot of them are feeling completely isolated and com pletely completely isolated and completely alone so how can we make sure they still feel cared for and still feel like universities or colleges still know who they are. and what, cameron, would make enough of a difference? what specifically are you asking for? is that for all classes to be also available online? yes. i think there has been confusion of what i am asking for. i am not saying that they want all classes to only be available online, i'm just asking that we have the same opportunities to ta ke have the same opportunities to take classes that able—bodied stu d e nts take classes that able—bodied students have. so if the class is only offered in person, we obviously can't take that class, so i am just asking for them to consider us, and consider us in their decision about classes and having them available to us, even if we are not on campus, because we know they can do it. it's not beyond

their jurisdiction, they can do it. it's not beyond theirjurisdiction, they did it in the spring when they shut down campus, and they have continued to show that if a student were to get covid—19 they can continue their classes online from quarantine, so why can't we do that from the beginning? student years are often beginning? student years are ofte n m ea nt beginning? student years are often meant to be the best yea rs of often meant to be the best years of your life, aren't they? 0h years of your life, aren't they? oh yes. yes, and i think there is a rhetoric around couege there is a rhetoric around college as, these are the best four years of your lives, these are the best years, you will never have the same life again, andi never have the same life again, and i think it's very damaging for mental health of students who aren't able to live that life, and to begin with, disabled students don't get the same kind of college experience that normal college students get, so this rhetoric of, this is the best time you'll ever have, these are the best days of your lives, that's not necessarily true for everyone. we have to fight to even go to

couegein we have to fight to even go to college in the first place, so it is hard to hear that i will never be as happy as i am in these four years when i'm still sitting at home, trying to maintaina sitting at home, trying to maintain a sense of healthiness and trying to just take my classes and do my internship. doesn't expose that, and provide an opportunity? you are great example of a student with disabilities, clinically vulnerable, speaking up and getting others to hear you. yes. i think definitely, as much as this pandemic has been stressful a nd much as this pandemic has been stressful and has been kind of a very terrible time to have disabilities, it has given me a community. i have met so many stu d e nts community. i have met so many students who also have disabilities who kinda felt alone before and having to fight for my rights at school and having to do all of this,

and having to do all of this, andi and having to do all of this, and i have been able to help other students realise that they are not alone and that they are not alone and that they have a sense of community still, even if it is a virtual sense, and they've already talked about, one day after all of this is over, meeting up on finding a way to connect in person, so i think it has definitely given me a community. it is also given me a voice and a passion. through this project, i started and internship at disability rights uk, which has also given me a great platform to continue to work for change here in the uk, and i'm able to kind of be a voice for young people with disabilities because we are often forgotten about in the media andi often forgotten about in the media and i think it is really important to bring awareness