@TeacherToolkit
Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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How can social media influence government education policy?
Invited to Number 10 again – this time by the Prime Minister – I reflect on how influence, purpose, and education reform may finally be converging …
Why social media matters in education policy?
On Thursday, 31 July 2025, I was personally invited by the Prime Minister to attend a Creators’ Reception at Number 10 Downing Street.
Representing the education sector, this event brought together some of the UK’s most influential social media creators to recognise the growing civic and cultural power digital content now holds.
The atmosphere was warm, purposeful, and inclusive.
It is clear: content is no longer just for entertainment. It’s policy-shaping, public-facing, and deeply embedded in how people understand and consume the news.
The Cabinet Office acknowledged that platforms like YouTube are now the second-most-used source for public information, and that the government must adapt – traditional media no longer dominates.
Key government messages must meet people where they already are – scrolling, watching, sharing, and engaging in online spaces they trust.
A ¼ billion followers!
Inside Number 10, it was reported that the influencers in the room represented over a quarter of a billion followers collectively. That’s a staggering reach, especially when you consider that teachers still remain one of the most trusted professions in Britain. I have grown TT following these 4 simple principles: Like, know, trust, buy.
Inside Number 10: Meeting the Prime Minister
After Sir Keir Starmer’s speech, I had the opportunity to shake hands with the Prime Minister and exchange a few words. “This is your Number 10 as much as it is mine,” he said. That one sentence cut through the formality—it removed any lingering sense of imposter syndrome and confirmed that this government values not just visibility, but contribution.
This wasn’t about celebrity. It was about credibility.
In April 2025, I was previously invited to Number 10 to meet the Secretary of State for Education, Bridget Phillipson MP, as part of Labour’s Opportunity Mission, a plan to dismantle the barriers that determine a child’s future by their background. At the time, the agenda felt broad, but now it is sharpening: voices like mine, from within education, are gradually being asked to help shape the mission’s reach and relevance.
From visibility to policy influence: What’s next for education?
The Prime Minister made it clear, this was just the beginning. “You will all be back” in a few months to get to work, he said. And for education, I believe that means more than just messaging. It means reshaping how schools are talked about, how teachers are respected, and how young people and their families receive the support they need in a post-pandemic world.
This includes tackling rising attendance issues and the growing mental health crisis among students, key issues I explored in my research for Just Great Teaching, particularly through case studies of schools across the UK.
As someone who’s spent 30+ years in classrooms, written extensively about inspection and accountability, and reached over 20 million readers through TeacherToolkit, this isn’t about algorithms. It’s about authenticity.
I’m looking forward to using my platform not only to share messages from government, but to reflect them back with challenge, clarity and constructive input from the teachers and school leaders I work with every day.
