The Evidence

Case Studies

“What the last few years have shown us is that without good information, and an audience able to make sense of it, our societies are finished. Citizens need above all else to be informed and alive to what is happening in all areas of public life. The Day spreads understanding and insight, creates a sense of community around news and quite literally refreshes the life-blood of democracy.”

Alain de Botton, Author

There are currently nearly 1,000 subscribers to The Day found right across the globe. You can read detailed testimonials from our schools here, or find out more about how it is used in the case studies below.

Scroll to the bottom of this page to see where The Day is used around the world, and find links to supporting research that backs up our mission.

Case Studies


Below is a collection of links to the best publicly available research supporting the use of current affairs and debate as a teaching aid in schools and homes.

  • September 2017: The National Literacy Trust finds that young people in Britain do not have the critical literacy skills needed to identify fake news, and that “primary and secondary school teachers are ideally placed to help children develop these skills.” However, it warned that a “lack of teacher training, resources and confidence is prohibiting this”.
  • July 2016: The think tank LKMco found that white working class boys are significantly underrepresented at universities - only 10% go on to higher education. This is, in part, because they have less access to forms of ‘cultural capital’ such as travel and work experience.
  • July 2013: The UK’s National Literacy Trust publishes a study showing that family debate and discussion at mealtimes makes children more assured communicators, willing to speak up in class and work in a team. One in four children in the UK is not enjoying these vital family conversations.
  • May 2012: In an article for Harvard University’s Nieman Foundation, the media analyst Ken Doctor gives evidence for a rapid rapprochement of journalism and education in which the communication skills of journalism are adopted by educators while the teaching role of education is adopted by “explanatory journalists”.
  • May 2012: The British all-party parliamentary group on social mobility reports that “resilience, self-belief and persistence” and the ability to think for oneself, qualities best acquired through debate and discussion with family, peers and teachers, are all crucial requirements for success.
  • December 2011: Research carried out on behalf of the UK charity ‘Think Global’ and the British Council shows that, in the view of UK business leaders, “knowledge and awareness of the wider world is more important than degree classification or A-levels” for job-seekers.
  • November 2011: A special study by the international Organisation for Economic Cooperation and Development (OECD), based on an extensive 2009 report by its Programme for International Student Assessment, shows that 15-year-olds who discuss “political and social issues” and other news with their parents either weekly or daily are nearly one year ahead academically of those who don’t. See page four of the linked pdf.
  • October 2011: A report by the UK’s CfBT Education Trust and The English-Speaking Union shows that debate of topical issues “raises educational aspirations”, is “an effective teaching tool”, “contributes to educational attainment” and “contributes to developing rounded and confident individuals”.
  • January 2009: Times Higher Education’s Rebecca Attwood reports on a study at Britain’s Staffordshire University that shows that “students with a strong interest in current affairs are much more likely to want to go to university than those who are not engaged with the news.”
  • April 2008: The American Press Institute reports on a study by the Newspaper Association of America showing that “students who used newspapers in class or for homework were more engaged in civic activities, better educated and more involved citizens as they grew older”.