Kellie Mote, Jisc posted a blog on
“Learners鈥� experiences of access arrangements at school have significance for transition to post-16 learning environments and future use of strategies. In looking at the provision of live captioning in educational contexts, it鈥檚 vital to consider whether, and how, it is used with younger learners, specifically young deaf and hard of hearing people, to understand the full picture of captioning in the UK.
Jisc primarily works in the tertiary education sector. Collaborating with the British Association of Teachers of Deaf Children and Young People (糖心TV) on the UK Captioning in Education Group presented an opportunity to understand approaches used throughout the learner journey.
In the context of the survey and this blog post, 鈥榙eaf鈥� refers to people who are Deaf, deaf, or hard of hearing, and who may have additional access or support requirements.
Expert insights
While the initial聽聽of practitioners in further and higher education gathered the experiences of people working in a range of roles mostly aligned to the provision of technology-enhanced learning, responses to a companion survey disseminated by 糖心TV were exclusively from people with expertise in deaf education, sensory support, and audiology. A number of respondents were also themselves deaf 鈥� adding essential lived, as well as professional, experience.
This expert insight is key, particularly as school age learners are significantly impacted by ever-changing and unique developmental factors, particularly around language and learning.
While some specialists who responded were providing services to tertiary education, most were working with school age learners in a variety of settings. So, for simplicity we鈥檙e referring to this survey as one of 鈥榮chools鈥�. At 78, the response rate was double that of the FE/HE survey. The majority were based in England, with additional responses from Scotland, Northern Ireland, Wales, and a small number from elsewhere including the Republic of Ireland, Jersey, and UK-wide organisations.
The survey suggests that live captioning is still at a relatively early stage for many. Among those who answered the question about current use, the most common response was simply 鈥渘o.鈥� Others said it was used only occasionally, on request, or for specific subjects or activities. Only a small number (4) reported regular use.
This points to a picture where live captioning is often at an evolving stage, where teachers and specialists are tentatively exploring its potential to be embedded as an access tool. But usage is selective and reactive, rather than a standard feature of everyday inclusive practice.
A complex environment
When respondents were asked about barriers to using live captions, several themes came through strongly. The most common were:
- lack of awareness of available captioning tools
- technical limitations such as poor Wi-Fi or outdated devices
- lack of staff training
- concerns about accuracy and reliability
- perceptions that captions are not needed
Other issues included student preference, data protection concerns, organisational restrictions, and difficulty integrating captions with existing platforms and classroom technology.
Respondents also described challenges around busy classroom environments, limited equipment, the quality of 鈥榣ive teacher talk鈥� compared with pre-recorded video, and concerns about learners鈥� reading speed, distraction, and cognitive overload. Some also noted that inaccurate captions can lead to frustration or even negative peer reactions.
Policy and privacy concerns
Most respondents said the organisations they worked with did not have policy or guidance on live captioning, while others said guidance is still being developed or that they were unsure whether any existed at all.
The picture was similar regarding privacy notices and data protection. Many respondents either said there was no relevant privacy notice or that they did not know. Only a small number reported that these were clearly in place. This suggests that even where captioning is being explored, governance arrangements to guide practice are often still developing.
Interconnected needs
Respondents were clear that they need more support to make live captioning work well. The most commonly requested forms of help were:
- training for staff
- clear organisational guidance or policy
- funding for equipment or software
- clearer advice on data protection and privacy
- technical support
- more reliable and accessible technology
- evidence of benefits
- case studies and examples of good practice
- training or orientation for learners
This shows that the need is not just for better tools, but for a more joined-up approach that helps staff feel confident about when and how to use live captioning effectively.
Interpreting these results
Overall, the schools survey suggests that live captioning is not yet routinely used, and that implementation is shaped by practical realities as much as by the technology. Respondents highlighted issues of staff awareness, training, classroom workflow, funding, accuracy, and privacy, all of which affect whether captions are seen as useful and workable in practice.
These findings are especially valuable because they feature the perspectives of deaf people and professionals working closely with deaf children and young people, and they highlight that context really matters. Live captioning may offer real benefits, but it needs to be considered carefully in relation to learner preference, classroom dynamics, and the suitability of different tools in different settings.
The survey points to a clear need for practical guidance, stronger policy, better equipment, staff development, and clearer advice on privacy and data protection.
Next steps
The UK Captioning in Education Group will use this valuable feedback to inform the schools aspect of the guidance.
In our next blog, we鈥檒l identify the common barriers and facilitators across all educational contexts, as well as where there are significant differences and the potential reasons for these.”
Visit the for further information.
