By Scarlet May Elwood Porteus

The army relies on new, young recruits joining regularly in order to survive. In order for this to happen, young people need to be aware of the army and interested in its activities and in joining it. There are a range of ways that the army encourages this interest and engagement with their services and most of these methods happen within an educational environment. Education institutions are an easy and efficient way of speaking to and engaging with a large group of young people and the encouragement of these young people’s engaging with the army can come about in several ways from Remembrance Day assembly’s to visits from members of the army to schools.

Careers and curriculum visits

Pupils at Colburn Primary School have found out more about the work of the Armed Forces https://www.richmondshiretoday.co.uk/colburn-primary-school-pupils-find-out-about-work-of-military-and-police/

Every year thousands of visits are made by the armed forces to UK schools for many reasons, to promote military careers, to run curriculum, student development or physical activities, and also to interview for pre-recruitment courses at armed forces bases. (Lamont, 2017) Many of these visits to schools involve presentations about life in the armed forces or have activities at careers events. The armed forces and armed forces charities are also active in promoting military interests and perspectives, by providing curriculum material for Armed Forces Day, Remembrance, WW1 commemorations, and other learning resources.

Opportunities for students to engage with the armed services are included in the curriculum, such as lessons centred on World War I and field tours to actual battlegrounds. The military and the weapons industry have been able to provide STEM (science, technology, engineering, and maths) activities without opposition because of the current emphasis on technical and vocational education. Through The British Armed Forces Learning Resource, the government has additionally attempted to directly promote the UK armed forces and military participation abroad. (ForcesWatch, Military influence in education, n.d.)

In addition, military interests have recently influenced the curriculum through STEM programmes that the armed forces and defence industries offer to school-age students or in schools. A prime example is the Education Roadshow, which is organised by BAE Systems, the fourth-largest armaments firm in the world, with 95% of its revenue coming from the sale of weapons, in partnership with the Royal Navy and the Air Force. (SIPRI Arms Industry Database, 2002-16) Annually, they make over 400 school visits.

Military ethos in schools

The promotion of “military ethos” in schools is a relatively recent trend; it began as a Department of Education policy in 2012. (Department for Education, 2012) Programmes that promote a military mentality are especially targeted at schools located in economically underprivileged communities. Private groups that employ primarily former military people offer struggling or at-risk students “alternative provision with a military ethos” in addition to whole-class and whole-school activities. Nearly £90 million in additional money was committed to military cadet programmes and ethos between 2012 and 2016, including Troops to Teachers. (ForcesWatch, Government funding for ‘military ethos’ in schools, 2016) The military ethos is often implemented as a way of controlling unruly students or schools where the typical model of teaching may not be working, and the military ethos is brought in to attempt to improve the school. This introduction of the military ethos gives the ex-service personnel a good opportunity to influence the young people for the school into seeing he armed forces as a viable future career and even shows them an example of a future career they may be able to do after the military with the opportunity to then go into teaching to continue the cycle.

Frequently, military pursuits are promoted as a means of developing character, as a remedy for insufficient self-control and achievement, or as a means of expanding your knowledge and skill set. The military has a significant impact on higher education as well, mostly through university service units, marketing, recruitment, and research and teaching initiatives.

Some negative aspects of this method are the fact that policies at schools regarding equality, tolerance, compassion, and respect may not always be compatible with military activity. Bullying can occur when the negative parts to the military ethos, such as hierarchy and obedience are exploited. (ForcesWatch, Military influence in education, n.d.) As well as this policies like this are often aimed at “disengaged” young people in schools in poorer areas. Many teachers reject the condescending notion that disadvantaged youth require military discipline, arguing that youth need professional education that is well-funded and resourced. (Militarising Young People, n.d.)

Sponsorship by military interests and The Military Covenant

The Armed Forces Covenant https://covenantfund.org.uk/the-armed-forces-covenant/

Since 2012 the government have encouraged the sponsorship of schools and colleges by a part of the military. This has mainly developed in University Technical Colleges which provide academic and technical education for 14-19 year olds. Sponsors and partners have an influence on the ethos, direction, and curriculum of the school. (ForcesWatch, Military involvement in education briefing, 2018) The changing structure of the education system also provides openings for the military. For example, many University Technical Colleges, a new type of employment-focused free school for 14- to 18-year-olds, are sponsored or partnered by the armed forces and arms companies. (ForcesWatch, Military influence in education, n.d.)

Since their introduction in 2013, more than sixty primary and secondary schools, or academy trusts, have signed on to the Armed Forces Corporate Covenant. (Ministry of Defence, 2016) Schools that sign the Corporate and Community Covenants promise to support cadets, Armed Forces Day, and other military initiatives, while also committing organisations and public bodies to guaranteeing that military communities are not disadvantaged. (ForcesWatch, The creep of militarism into our civil institutions, 2014) This commitment that these schools make when they join the military covenant gives the army a big influence on the way the school is run, and it is often the case that the army uses this influence in order to influence and encourage the interests of young people in the schools towards military ideals whether that be through the structure if the school day and its activities becoming more militarised or through having advertisement for army recruitment campaigns widespread in the schools.

These educational environment based methods all encourage engagement of young people in education with the forces in a range of ways and this can, and does, pique the interest of many young people in an effective way as they are all together and will be prompted to discuss these interests further with other members of the forces and may share these experiences with their peers and therefore influence them to do the same possibly and can encourage them to engage with the forces more in their further education, in out of school activities and in their adult lives.

However these methods may have benefits, such as increased enlistment or building a variety of skills in the army workshops, there is also a few negative impacts on young people. For example, school programmes run by the military typically present a skewed image of life in the armed forces. They tend to focus on the skills and the comradery that can be found or developed in a military career as well as other positive aspects. What they don’t do is promote knowledge of the serious risks, both psychological and physical, as well as the legal and moral ramifications that inevitably come along with pursuing a military career. (Medact, 2016) As well as this, young people are much more likely to make impulsive decisions without thinking about the long term implications of these decisions. Having military careers painted as a solution to not knowing what to do with your future or as something to ‘save’ young people who may be lost or troublemaking, as it often is by member if the armed forces who come into schools to talk about their experiences, can make young people see it almost as a quick fix and not realise the long term effects of these decisions which can leave them in an even more precarious or vulnerable position if they join and fail in the forces. In conclusion military operations in schools present a number of moral concerns, therefore involvement should be investigated rather than taken for granted. Consultation, advance notice, and the chance to object to or even withdraw from a specific activity should all be provided to parents or guardians. (ForcesWatch, Military influence in education, n.d.)

Non-education based military engagement with young people.

While education appears to be the main and most effective method there are other methods of encouraging engagement that happen in non-educational environments. These include things such as advertising or encouragement form children of members of the forces as well as military influences on non-education based youth groups like Cadets or Scouts and Girlguiding.

Cadets

Cambridgeshire Army Cadets https://armycadets.com/county/cambridgeshire-acf/

The army also provide STEM activities and residentials for uniformed youth activities such as cadets. There are currently about 51,490 youths in the cadet force (Tri-Service Head of Branch Ministry of Defence, 2023). Typically, cadets range in age from 12 to 18, while some members may be as old as 20. Adult volunteers, often ex or current members of the armed forces, conduct cadet activities such as fieldcraft, adventure training, first aid, music, sports and shooting among other things. (Army Cadets, n.d.) The various cadet forces are made up of about 25,000 volunteers. Cadet forces are a large youth movement and are marketed as a fun youth group that promote teambuilding and give you life skills. Cadets perceive membership primarily in terms of long-term gains: improving their resumes, growing personally, and gaining new skills. For a number of people, the cadets have literally been their lifeline, offering guidance in difficult situations. This essential support can make cadets feel indebted to the army and therefore want to join or can just highlight the job opportunities offered by the forces and when people feel they have no other option this safe and essential group that supported them is the logical option to work for. (Moon, Twigg, & Horwood, 2010)

One of the main ways that cadets encourage youth engagement with the army is through events such as Army Engagement events. An Army Engagement event is a kind of get-together where people may talk to soldiers and cadets about their profession and gain greater insight into what they do. These gatherings, which can range from career fairs to community outreach initiatives, are meant to provide the public a better knowledge of what it means to be an army or army cadet. At these events cadets may get the chance to talk with soldiers, hear about their experiences, and ask questions about the army and how it operates. In addition, they might be able to take part in tactical simulations or obstacle courses, which offer a taste of what it’s like to be in the army. (Army Cadets , 2023)

From a membership at cadets a lot of people consider a career in the military due to these shared experiences and activities they can feel already a part of the army and therefore it is logical for them to then go on to enlist or be part of the army in another way as an adult and to pass these interests tot heir friends and influence their engagement too. While many people have great experiences with programmes like military cadets, they operate within a limited military context. Expanding could mean sacrificing more universal services that are available to all students, regardless of their interest in participating in military activities, given the restricted resources for education. (ForcesWatch, Military influence in education, n.d.)

Scouts and Girlguiding

The armed forces have long had a link with the British army, in fact Lord Robert Baden-Powell himself, the founder of the Scouting movement, was inspired by his experiences gained while serving in the Second Boer War when he established the first Scout camp. Scouting is inexplicitly intertwined with the army with many military influences very obvious in even the appearance of scouts with their uniforms adorned with badges akin to military uniforms of the early 1900s, as well as with the Scout Salute, colour guards, the pledge of allegiance, bugling, Scout cheer cadences, and patrol structure which were also adapted from military tradition (British Scouting, n.d.). A s well as this, the British Army sponsor the Scouts Mechanic Badge and the Explorers Leadership Activity Badge where they provide resources, invites to army events and even special workshops ran by the REME museum (British Scouting, n.d.). All of these similarities or links with the army are an effective way of encouraging engagement with the armed forces as if members enjoy the uniform or activities, they do at scouts it’s easy for them to see the link between them and may think they will enjoy being in the forces and will go on to look into this therefore engaging with them.

Guides & Rangers Thrive At Army Leadership Event https://girlguidingstaffordshire.org.uk/guides-rangers-thrive-at-army-leadership-event/

The links between the armed forces and girl guiding is no less long standing with guides being involved with war efforts the same as scouts since the first world war. However, there is less of an intrinsic link here as guiding has a lack of similarities to military in its uniform and a lack of marching and pledges as well. Nevertheless there is still some links and encouragement of the army in guides, despite major objections from many members. Much like in scouts, the army sponsors a badge that is available in guiding this being the Leadership Skills Builder badge (Girlguiding, n.d.). The badge is done in stages and the latter two stages involve a female soldier visiting the guiding unit to help run the sessions. The decision to have the army sponsor the badge was hit with much criticism from members and leaders of guiding alike saying that this does not align with the organisations inclusive, peace-orientated ethos. Girl guiding defends the decision by saying the badge is intended to improve girls’ leadership skills which is something many of their young members indicated was something they were interested in (Doward, 2018) and says that “The British Army will not bring weapons or recruitment literature into your unit meeting or encourage girls to make applications to join or wear military uniform. This engagement activity aims to share leadership skills and build stronger community connections.” (Girlguiding, n.d.)

Advertising

Another non-education based method that the British army uses to encourage engagement of young people is advertising, the army uses their advertising campaigns to grab attention and get people interested and this is often aimed at young people.

For example, in 2017, the British Army opened its ‘This is Belonging’ recruitment campaign. This campaign was aimed at groups of young people who were considered traditionally less likely to join the Army, with marketing at Pride in London aimed at LGBTQ youth. (Baker, 2023) This advertising being specifically aimed at LGBTQ youth is a really good example for a method of encouraging engagement happening in a non-educational environment and is a really effective method as it directly addresses the group they intend to engage and does so in an environment they are comfortable in meaning they are more likely to engage with the campaign as it is shared at a place they were already attending.

‘You Belong Here’ campaign image https://www.army.mod.uk/news-and-events/news/2023/09/you-belong-here-recruitment-campaign-2023/

More recently The British Army has unveiled its latest recruitment campaign: ‘You Belong Here’ to challenge the misconceptions among the 59% of young people who do not believe they would fit in, in the British Army. (Army, ‘You belong here’, says latest British Army recruitment campaign, 2023) This once again targets groups of young people that would usually not engage with the army and aims to widen the range if people that would be interested in joining or learning about the army and what it does.

Children of members of the forces

Children of members of the forces are almost like advertising in themselves as they are often raised in environments that make them also want to be in the forces either for approval or from genuine interest and they then may encourage their peers to also engage with the forces.

As an extension of this, members of the armed forces are almost like walking advertisements for the forces themselves. One very new method they can be used to encourage engagement of young people is having these members of the forces feature on TV shoes such as reality tv or even quiz shows. This regular showing of members of the forces makes people see them as the real people they are and as many young people tend to idolise tv personalities especially on reality tv shows this may encourage them to explore a possible career in the forces like their beloved tv personality.

However, these can both also turn the opposite way and make either the children of people in the forces resent them and refuse to engage with them due to always being around them and experiencing both the positive and negative aspects. Similarly if the members of the forces act in a way that people may dislike this could cause those negative actions to become associated with the forces in general and this could have a big negative impact on youth engagement.

However, even though these campaigns are not specifically aimed to take place in education environments, they are often distributed or discussed in educational spaces as these spaces are where young people spend most of their time and influence each other showing just how important and efficient education-based encouragement of young people is.

References

Army Cadets . (2023, November 9th). Army Engagement Event. Retrieved from Army Cadets: https://armycadets.com/county-news/army-engagement-event/

Army Cadets. (n.d.). Why join the Army Cadets? Retrieved from Army Cadets: https://armycadets.com/cadets/why-join-the-army-cadets/

Army, T. B. (2023, September 4th). ‘You belong here’, says latest British Army recruitment campaign. Retrieved from https://www.army.mod.uk/news-and-events/news/2023/09/you-belong-here-recruitment-campaign-2023/

Army, T. B. (n.d.). This is Belonging. Retrieved from https://apply.army.mod.uk/%C2%A0

Baker, C. (2023). ‘Can I Be Gay in the Army?’: British Army recruitment advertising to LGBTQ youth in 2017–18 and belonging in the queer military home. Critical Military Studies, 442-461.

British Scouting. (n.d.). How Scouting grew. Retrieved from scouts.org: https://www.scouts.org.uk/about-us/our-history/how-scouting-grew/

British Scouting. (n.d.). The British Army. Retrieved from Scouts.org: https://www.scouts.org.uk/supporters/the-british-army/

CBE, B. J. (2011). Youth Engagement Review: Final Report.

Clay, D., & Thomas, A. (2014, December). Review of military ethos alternative provision projects.

Department for Education. (2012, November 15th). Creating a military ethos in academies and free schools.

Doward, J. (2018, September 8th). Girl Guides defend controversial new deal with British army. The Guardian.

ForcesWatch. (2014, June 27). The creep of militarism into our civil institutions. Retrieved from https://www.forceswatch.net/comment/the-creep-of-militarism-into-our-civil-institutions/

ForcesWatch. (2016). Retrieved from Government funding for ‘military ethos’ in schools.

ForcesWatch. (2018). Military involvement in education briefing. Retrieved from https://www.forceswatch.net/wp-content/uploads/ForcesWatch_military_in_education_briefing.pdf

ForcesWatch. (n.d.). Military influence in education. Retrieved from Take action on militarism: https://www.forceswatch.net/takeaction/education/

Girlguiding. (n.d.). Leadership skills offer from The British Army. Retrieved from Guirlguiding London and South East England: https://www.girlguidinglaser.org.uk/help-from-the-british-army

Lamont, J. (2017). Public Petitions Committee. The Scottish Parliament.

Medact. (2016). The Recruitment of Children by the UK Armed Forces – a critique from health professionals. Retrieved from https://www.medact.org/2016/resources/reports/recruitment-children-uk-armed-forces/

Militarising Young People. (n.d.). Retrieved from Peace Pledge Union: https://www.ppu.org.uk/militarism/militarising-young-people

Ministry of Defence. (2016). Search for businesses who have signed the Armed Forces Covenant.

Moon, G., Twigg, L., & Horwood, J. (2010). The Societal Impact of Cadet Forces. University of Portsmouth, University of Sothampton.

SIPRI Arms Industry Database. (2002-16). Retrieved from https://www.sipri.org/databases/armsindustry

Tri-Service Head of Branch Ministry of Defence. (2023). MOD sponsored cadet forces: 1 April 2023. Office for National Statistics.