Caitlin Moran, author and commentator, has outlined a series of proposals aimed at reforming the education system in the United Kingdom, addressing widespread concerns about student engagement and curriculum content. Her ideas come amid ongoing debate over educational policy, including recent initiatives by political figures seeking to modernize approaches to learning.

Since 2000, the UK has seen significant turnover in the role of education secretary, with 18 individuals holding the position. This instability has contributed to persistent criticism of the schooling system, often characterized by low student motivation, teacher burnout, and a high number of young people classified as not in education, employment, or training (NEET).

Moran’s perspective draws on her own experience as a parent and former home educator to suggest three core reforms. Firstly, she advocates for a more activity-based start to the school day, encouraging practical engagement through cookery, woodwork, music, or creative projects. She argues such hands-on activities could reduce absenteeism and improve student willingness to attend, citing examples like KidZania in London where children enjoy role-playing real-world professions.

Secondly, Moran calls for a significant revision of the literature curriculum, criticizing the current GCSE reading list for focusing heavily on grim and dystopian themes—such as violence, authoritarianism, and social breakdown—represented by works including *Macbeth*, *Dr Jekyll and Mr Hyde*, and *Animal Farm*. She suggests incorporating more humor and levity through authors like P.G. Wodehouse, Douglas Adams, and Terry Pratchett, contending that enjoyable reading materials might better foster a love of literature among teenagers.

Finally, Moran emphasizes the need for compulsory media studies to help students navigate the digital world safely and critically. She proposes teaching young people to discern credible news sources, understand the psychological effects of social media use, and manage concerns related to viral exposure and online reputation. Additionally, she recommends integrating religious comparison studies at higher levels to provide context for contemporary issues of surveillance and judgment prevalent in digital culture.

Moran’s proposals come in the context of recent government initiatives such as those announced by Andy Burnham, who introduced a plan to allow students aged 14 and over to study manufacturing, artificial intelligence, and gain work experience with local businesses. While Burnham’s proposal has met skepticism regarding practical implementation—particularly the willingness of businesses to provide unpaid training—the approach signals openness to innovative, albeit unfunded, ideas in education.

As the debate over how to adapt the UK’s education system continues, voices like Moran’s illustrate a desire to move beyond traditional academic models toward more engaging and relevant learning experiences for young people.