| 1. | Academic definitions of conspiracy, misinformation and disinformation are not understood in the same way by the public. |
| 2. | Young people and adults exist in information siloes and, as a result, informational asymmetry is a pressing issue in this space. |
| 3. | Some demographics and groups of young people are more vulnerable to conspiracy belief than others. |
| 4. | Some young people with special educational needs and disabilities (SEND) may be more vulnerable to conspiracy belief,
but more research is needed in this area. |
| 5. | Pupils discussing conspiracy beliefs in schools are not necessarily doing so because they hold a strong or genuine belief. |
| 6. | Although pupils report encountering conspiracy theories, most pupils don't think they are a problem. |
| 7. | Consuming conspiracy content influences pupil behaviour outside of direct conspiracy beliefs. |
| 8. | Trust in adults is high, especially from younger teenagers. |
| 9. | Despite this trust, when it comes to conspiracy belief, adulthood doesn’t equate to expertise. |
| 10. | While adults are concerned about young people’s beliefs in conspiracy theories,
they don’t prioritise it among other pressures on young people. |
| 11. | Teachers are identified by both parents and young people as a popular vehicle for intervention;
however, teachers don't always feel confident addressing these issues. |
| 12. | There should be a ‘pedagogy, not punishment’ approach to these issues in schools. |
| Recommendations |
| Methodology |
