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Meet the FBL Student Experience Assistant Team – Kayleigh
My name is Kayleigh, and I am one of the Student Experience Assistants (SEAs) for the Faculty of Business and Law at UON.
I graduated from UON in 2024 with a BA in Psychology with Criminology, and alongside this role I have just started a Master of Research degree. I also work in mental health for the NHS at the weekends. My academic and professional interests are largely around peer support, diversity and inclusion; particularly around the value of lived and living experience, forensic mental health, and neuroscience.
I came to UON in 2021 as a mature student having worked and volunteered within various forensic mental health settings, and I assumed this would be the area I went back into when I finished my degree, but now I’m not so sure… Despite a lot of adversity, university was overall a hugely positive and pivotal experience for me and so I am currently exploring a more academic path. I have a lot of experience to call upon and to share and I’m hopeful that I can support you so that your time at university is positive too.
I am here to support both students and staff in the Faculty of Business and Law by meeting with teams to identify their needs and ensuring students get the right help. As a recent UON graduate, I understand the challenges you might be facing and can offer guidance, connect you with the right people, or just have an informal chat. I have been assigned to support Criminal Justice Studies and Strategy & International Business teams, but support to students is not necessarily limited to these subjects. You can reach out to any of the SEAs for help.
Contact the team at fblseat@northampton.ac.uk, or me directly at kayleigh.willis@northampton.ac.uk. We also hold a drop-in outside LH201, Monday to Friday, 10am-4pm, no booking needed.
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Meet the FBL Student Experience Assistant Team – Kezia
Hello everyone! My name is Kezia Asante, and I’m part of the Student Experience Assistance Team [SEAT]. I’ll be working with the Criminology and Law departments and am looking forward to meeting you all and providing necessary support wherever it’s needed.
My primary objective in this role is to enhance your overall student experience, and as a recent graduate of the university myself, I understand how overwhelming student life can be. Challenges like balancing coursework, managing deadlines, and navigating university resources can feel daunting, but I’m here to help guide and support you through all of it. Feel free to reach out whenever you need assistance or just a friendly chat!
Choosing criminology to study was a great decision, and if you allow yourself to, you can gain a wealth of knowledge and a fresh perspective on the world. I’ve developed a genuine passion for the subject, particularly because I believe it encourages us to examine the complexities in grey areas that others might view as simply black and white. Criminology has so many different aspects that stem from various fields such as sociology, psychology, law, policing, and forensics. It delves into the root causes of crime, the workings of the criminal justice system, and the societal impacts of crime and punishment and much much more! Moreover, pursuing a degree in criminology can lead you down numerous career paths. For instance, I will be starting my MSc in Cyber Security and Forensics in January, inspired by my interest in the digital realm initiated by my criminology studies.
Overall, what I’m trying to say is to make the most of your criminology studies. Immerse yourself in the subject, engage with your peers and professors, and take advantage of all the resources available to you. Attend workshops, research, and read up on areas of the subject you enjoy and participate in relevant events to deepen your understanding and broaden your perspective. The more actively you engage, the more you’ll get out of it.
Please don’t navigate the university experience on your own. There are many people like me and various support systems available to help you and make your journey easier.
Look forward to meeting you all!
Kezia Asante
kezia.asante-nkansa@northampton.ac.uk
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Welcome to the University: How can I help you?
In recent years, and to be more specific, ever since universities were forced to introduce fees, a wider discussion emerged regarding what the Universities are for. The fees changed the nature of education and from a right, it became a privilege. The choice of going to Higher Education [HE] to improve oneself was combined with what the universities can offer to make their education “value for money”! This of course had to be done in line with consumer policy and practice. That led to a shift from educational principles to commercial concerns. Changing the process from what universities do, to what they can offer for their prospective students. Talking consumer law and setting thing up to align with what we can offer, not what students can achieve. This led to a fierce competition in the sector about which university offers the greatest value for money.
“Come to our university, we have nice buildings”, “come to us we have nicer laptops”, “no, come to us we have fabulous sports facilities” “no please come to us we will take you away on great trips”. Although telling students what to expect and how this is offered is great, it does miss the fundamental principle of what a university is! Universities evolved from philosophical academies that posed questions about the world. The participants engaged in dialogue that challenged their perspectives and viewpoints. Out of their works our collective understanding on nature and the world, was and is still, being shaped.
A university is an annex of learning. It covers a wide variety of disciplines and provides opportunities for advancing education locally, nationally and internationally. Academics who teach are experts in their field, having undergone a long educational process themselves. The people who come to the university to learn, are adults, the majority still young adults, who wish to develop their skills and advance their education to the highest level. The last point is the most poignant when it comes to Higher Education. It builds up learning experience together with hard and soft skills on academic writing and articulation, advancing disciplinary knowledge and a profound understanding of self; “a know thyself” moment.
The services offered pale into comparison with what students can really acquire from a university education. No amount of consumer products can replace the insight and of course the transformative nature of Higher Education. A number of helpful services are a great addition to the educational experience, and I am forever grateful to the hard work to all of our colleagues in students’ services and other administrative services that makes our lives, and the lives of the students so much better, but they are not the main reason why so many come through the doors of HE. The university has its place in education and what it does is already clear. It gives people the opportunity for employment and personal advancement, and that is great, but what it really does is to be transformative. People get time to consider things they may have never thought before and discuss them with people who have spent a considerable time in studying them.
As this week marks the start of the academic year and we are all happy welcoming our students, I would like to remind everyone that Higher Education is not a passive process but an active one that allows each participant to interact with and to interrogate the materials and ideas they are presented with. Whilst some students influenced by a consumer mentality may be asking what I am getting, this may not be a satisfactory question because each person wants different things, but we all aspire to improve ourselves in the process. So to paraphrase a US president: “Ask not what your University can do for you – ask what you can do for your University studies”.
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The power of collaboration in Higher Education
In today’s rapidly evolving landscape of higher education, interdepartmental collaboration and knowledge sharing are becoming increasingly vital. By rapid evolution, I mean the pressing challenges we face, including rising costs and finances, issues in student engagement and attendance, digital transformation and rise of new technologies, growing concerns about student wellbeing, and most importantly, the critical need to ensure a strong, positive student experience in the face of these challenges. While the idea of interdepartmental collaboration and knowledge sharing isn’t entirely new, its importance in addressing these complex issues cannot be overemphasised.
At my university, our faculty, the Faculty of Business and Law recently celebrated its ‘Faculty Best Practice Day’ on Wednesday, September 4th. This event, led by our deanery, was an opportunity for departments within the faculty to showcase their hard work, innovations, and fresh ideas across various areas – from teaching and research to employability and beyond. Personally, I view this day as an opportunity to connect with colleagues from different departments – not just ‘catch-up’ but to gain insight into their current activities, exchange updates and share ideas on developments within our sector and disciplines.
This event is particularly intriguing to me for three distinct reasons. Firstly, the ability for department representatives to present their activities to faculty members is invaluable. Departmental reps showcase their growth strategies, techniques for strengthening student engagement, and the support they provide for students after graduating. Some present their research and future directions for the faculty. Others present their external partnership growth, evidence-based teaching pedagogy, and other innovative approaches for enhancing student experiences. Also, these presentations often highlight advancements in technology integration and initiatives aimed at encouraging diversity and inclusion within the HE. All these presentations are not just impressive – they’re incredibly informative and inspiring. Secondly, the event regularly reinforces the need for collaboration between departments – a cornerstone of academia. After all, no single person or department is an island of knowledge. So the ability to collaborate with other faculty members is crucial as it provides opportunities for synergy and innovation, showcases our strengths. Thirdly, and on a personal level, the event fosters the need to learn best practices from others, and this is an aspect that has been tremendously helpful for my career. Such interactions provide opportunity for stronger collegiality, including insights into different approaches and methods that I can adapt and apply in my own work in ways that I can contribute to my professional growth and effectiveness.
In the most recent event, I attended a session on cultural literacy and awareness. Despite my years in higher education, I was particularly surprised to learn new things about cultural awareness that pertain not only to international students but to home students as well. This was an excellent session that also offered the opportunity to connect with colleagues from other departments whom you only know through email exchanges, but rarely see in person.
In sum, I strongly encourage everyone in academia to attend such events or create one if you can. Contribute to and engage with these events – for they equip us to break down traditional barriers between disciplines and provides us with an opportunity to learn from each other with an open mind. This is something I will continue to advocate for because fostering interdepartmental collaboration isn’t just beneficial – it’s essential. It is through these collaborative efforts that we can truly innovate, improve, and excel in our mission to educate and inspire the next generation.
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HE and the curse of generative AI
A good part of the last academic year was spent debating the use of AI in Higher Education. Well, that’s what it felt like in our department. It became clear early on that some of our students had taken to using AI to generate their essays. Whilst we, as academics, debated its use, a number of issues became apparent. First and foremost was that of detecting its use in summative work. Despite the university guidelines about using AI and the need to reference its use, indicating where and how it had been used, students were producing work and passing it off as their own. Some of my colleagues were bothered about how its use could be detected, whereas others promoted its use and advocated teaching students how to use it. The arguments abound about how it might be used, not just to generate ideas but also to help improve grammar, for example. There are arguments about how it can help provide a literature review, saving time and effort. There are arguments about how it can help with essay structure and can help with that writer’s block, so many of us suffer from.
Whilst I understand its uses and understand my own limitations in knowledge and understanding about its many uses, I cannot but help thinking that somehow those that advocate its use have been blinded by the allure of something shiny and new. They will say they are just keeping up with technology, in the meantime, the tech giants are making a fortune and leading us further and further into a toxic dependency on technology which they in turn generate to quench our insatiable appetite. For those of you that remember, what was wrong with ‘Word 6’?
My stance seems to be somewhat simplistic on the matter, that is my stance on using generative AI in Higher Education to produce summative work in our field. It seems to me that the use of generative AI to produce summative work, bypasses all that Higher Education seeks to achieve. The British Society of Criminology provides a comprehensive menu of knowledge and skills that a student studying criminology should be able to boast at the end of their degree programme. We do our best to provide the building blocks for that achievement and test, using a variety of methods, whether the students have that knowledge and skills to the requisite standard. At the end of their studies, the students receive a certificate and a classification which indicate the level of skills and knowledge.
How then can we say that a student has the requisite knowledge and skills if they are allowed to use generative AI to produce their work? If a key skill is the ability to analyse and synthesise, how does an AI generated literature review assist with that skill? How will an AI generated essay format help the student navigate the vagaries of report writing and formatting in the workplace (different formats according to audience and needs)? How does a grammar check help the student learn if the words produced by the AI tool are not understood by the student; they won’t even know if it’s the correct word or tense or grammar that has been used. Often the mistake made by those advocating the use of AI is that they forget about how we learn. Having something produced for you is not learning, nowhere near it.
Even if a student acknowledges the use of AI in their work, what does that bit of work demonstrate about the student? Would we credit a student that had simply copied a large chunk from a book, or would we say that they needed to demonstrate how they can summarise that work and combine it with other pieces of work? In other words, would we want the student to produce something that is theirs?
There are tools for detecting the use of AI, just as there are tools for detecting plagiarism, the problem is that the former are not that reliable and are likely to produce a significant number of false positives. The consequence of the worries around the use of AI by students is that some of my colleagues, both at the university and the wider community are advocating that we return to exams and the like. I think that would be a retrograde step. We need students to be able to read, explore, and write so that they can demonstrate some quite critical skills. Skills that employers want.
Whilst it seems right that we show students how to use AI, we need to be clear about its limitations. More importantly we need to be clear that its use can be debilitating as much as it is useful. Not everything that is shiny and new is what it purports to be, good honest graft has far more value. There are no shortcuts to learning. If graduates are unable to demonstrate the requisite skills for a job, then their degree holds little value. I fear that many will be cursing the day they ever discovered generative AI.
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Embracing Technology in Education: Prof. Ejikeme’s Enduring Influence
Sallek Yaks Musa, PhD, FHEA
When I heard about the sudden demise of one of my professors, I was once again reminded of the briefness and vanity of life —a topic the professor would often highlight during his lectures. Last Saturday, Prof. Gray Goziem Ejikeme was laid to rest amidst tributes, sadness, and gratitude for his life and impact. He was not only an academic and scholar but also a father and leader whose work profoundly influenced many.
I have read numerous tributes to Prof. Ejikeme, each recognizing his passion, dedication, and relentless pursuit of excellence, exemplified by his progression in academia. From lecturer to numerous administrative roles, including Head of Department, Faculty Dean, Deputy Vice Chancellor, and Acting Vice Chancellor, his career was marked by significant achievements. This blog is a personal reflection on Prof. Ejikeme’s life and my encounters with him, first as his student and later as an academic colleague when I joined the University of Jos as a lecturer.
Across social media, in our graduating class group, and on other platforms, I have seen many tributes recognizing Prof. Ejikeme as a professional lecturer who motivated and encouraged students. During my undergraduate studies, in a context where students had limited voice compared to the ‘West,’ I once received a ‘D’ grade in a social psychology module led by Prof. Dissatisfied, I mustered the courage to meet him and discuss my case. The complaint was treated fairly, and the error rectified, reflecting his willingness to support students even when it wasn’t the norm. Although the grade didn’t change to what I initially hoped for, it improved significantly, teaching me the importance of listening to and supporting learners.
Prof. Ejikeme’s classes were always engaging and encouraging. His feedback and responses to students were exemplary, a sentiment echoed in numerous tributes from his students. One tribute by Salamat Abu stood out to me: “Rest well, Sir. My supervisor extraordinaire. His comment on my first draft of chapter one boosts my morale whenever I feel inadequate.”
My interaction with Prof. Ejikeme significantly shaped my teaching philosophy to be student-centered and supportive. Reflecting on his demise, I reaffirmed my commitment to being the kind of lecturer and supervisor who is approachable and supportive, both within and beyond the classroom and university environment.
Prof. Ejikeme made teaching enjoyable and was never shy about embracing technology in learning. At a time when smartphones were becoming more prevalent, he encouraged students to invest in laptops and the internet for educational purposes. Unlike other lecturers who found laptop use during lectures distracting, he actively promoted it, believing in its potential to enhance learning. His forward-thinking approach greatly benefited me and many others.
Building on Prof. Ejikeme’s vision, today’s educators can leverage advancements in technology, particularly Artificial Intelligence (AI), to further enhance educational experiences. AI can personalize learning by adapting to each student’s pace and style, providing tailored feedback and resources. It can also automate administrative tasks, allowing educators to focus more on teaching and student interaction. For instance, AI-driven tools can analyse student performance data to identify learning gaps, recommend personalized learning paths, and predict future performance, helping educators intervene proactively.
Moreover, AI can support academics in research by automating data analysis, generating insights from large datasets, and even assisting in literature reviews by quickly identifying relevant papers. By embracing AI, academics can not only improve their teaching practices but also enhance their research capabilities, ultimately contributing to a more efficient and effective educational environment.
Prof. Ejikeme’s willingness to embrace new technologies was ahead of his time, and it set a precedent for leveraging innovative tools to support and improve learning outcomes. His legacy continues as we incorporate AI and other advanced technologies into education, following his example of using technology to create a more engaging and supportive learning experience.
Over the past six months, I have dedicated significant time to reflecting on my teaching practices, positionality, and the influence of my role as an academic on learners. Prof. Ejikeme introduced me to several behavioural theories in social psychology, including role theory. I find role theory particularly crucial in developing into a supportive academic. To succeed, one must balance and ensure compatible role performance. For me, the golden rule is to ensure that our personal skills, privileges, dispositions, experiences from previous roles, motivations, and external factors do not undermine or negatively impact our role or overshadow our decisions.
So long, Professor GG Ejikeme. Your legacy lives on in the countless lives you touched.
Disclaimer: AI may have been used in this blog.
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Reflecting on my viva experience
I reflect one week after one of the most important examinations in academia, the viva. Like any examination you never know what is going to come up and therefore you have to be prepared for anything. This makes preparation tricky, uncertain and at times perplexing. There were areas I thought might come up, and in those cases I had a response ready.
On the day, despite all the preparation there were questions that required pause, thought, navigation and discussion. Upon reflection, there were times where I would have liked to provide a more polished and articulate answer, but I am not a robot and therefore my answers are human, with stutters and pauses, passion and dedication; they are unpolished and there is a beauty to that.
What made the difference was having two very supportive examiners that were approachable, interested in my research and wanting me to fulfil my potential. Their additional years in the field/academia over mine were not used to demonstrate their superiority, but instead to guide me in the final process of completing my thesis.
The process acted as a reminder to me that how you approach a situation is so important. In academia, whilst we may be trying to highlight the flaws in a potential project or correcting errors or misconceptions in student’s writing so they can improve, we also ought to put the effort into seeing the good in someone’s work where possible. Think about whether your approach is constructive, how can that individual be supported to the finish line. It pays to maybe think back to the time when your work was being dissected, analysed, with the outcome affecting your academic career in front of you, what type of examiner would you have wanted, maybe that is the one you need to strive to be to others.
I passed with minor corrections that they stressed would only take a few days work. I hope this is acts a testament to what is possible. As a first-generation Black woman that tentatively stepped into academia, achieved a first-class honours degree, navigated a masters at Oxford University, was successful in achieving a funded PhD to then pass with minor corrections, challenge yourself and dare to dream!
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By whose standards?
This blog post takes inspiration from the recent work of Jason Warr, titled ‘Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation,’ published in September 2023. In this article, Warr sheds light on the experiences of young Black men incarcerated in prisons and their navigation through the criminal justice system’s agencies. He makes a compelling argument that the evaluation and judgment of these young Black individuals are filtered through a lens of “Whiteness,” and an unfair system that perceives Black ideations as somewhat negative.
In his careful analysis, Warr contends that Black men in prisons are expected to conform to rules and norms that he characterises as representing a ‘White space.’ This expectation of adherence to predominantly White cultural standards not only impacts the effectiveness of rehabilitation programmes but also fails to consider the distinct cultural nuances of Blackness. With eloquence, Warr (2023, p. 1094) reminds us that ‘there is an inherent ‘whiteness’ in behavioural expectations interwoven with conceptions of rehabilitation built into ‘treatment programmes’ delivered in prisons in the West’.
Of course, the expectation of adhering to predominantly White cultural norms transcends the prison system and permeates numerous other societal institutions. I recall a former colleague who conducted doctoral research in social care, asserting that Black parents are often expected to raise and discipline their children through a ‘White’ lens that fails to resonate with their lived experiences. Similarly, in the realm of music, prior to the mainstream acceptance of hip-hop, Black rappers frequently voiced their struggles for recognition and validation within the industry due similar reasons. This phenomenon extends to award ceremonies for Black actors and entertainers as well. In fact, the enduring attainment gap among Black students is a manifestation of this issue, where some students find themselves unfairly judged for not innately meeting standards set by a select few individuals. Consequently, the significant contributions of Black communities across various domains – including fashion, science and technology, workplaces, education, arts, etc – are sometimes dismissed as substandard or lacking in quality.
The standards I’m questioning in this blog are not solely those shaped by a ‘White’ cultural lens but also those determined by small groups within society. Across various spheres of life, whether in broader society or professional settings, we frequently encounter phrases like “industry best practices,” “societal norms,” or “professional standards” used to dictate how things should be done.
However, it’s crucial to pause and ask:
By whose standards are these determined?
And are they truly representative of the most inclusive and equitable practices?
This is not to say we should discard all concepts of cultural traditions or ‘best practices’. But we need to critically examine the forces that establish standards that we are sometimes forced to follow. Not only do we need to examine them, we must also be willing to evolve them when necessary to be more equitable and inclusive of our full societal diversity.
Minority groups (by minority groups here, I include minorities in race, class, and gender) face unreasonably high barriers to success and recognition – where standards are determined only by a small group – inevitably representing their own identity, beliefs and values.
So in my opinion, rather than defaulting to de facto norms and standards set by a privileged few, we should proactively construct standards that blend the best wisdom from all groups and uplift underrepresented voices – and I mean standards that truly work for everyone.
References
Warr, J. (2023). Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation, The British Journal of Criminology, Volume 63, Issue 5, Pages 1091–1107, https://doi.org/10.1093/bjc/azac066
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Headlines and Happiness: Balancing News Consumption and Wellbeing
As part of my reflective diary assessment for my third-year module ‘Critiquing Criminalistics’, I reflected on the importance of being up to date with world events to be able to apply criminological knowledge to them. I also reflected on the fact that I have avoided much of the news and media to manage my despair at the current state of the world. However, in order to further my academic knowledge and its application, I decided I just needed a safe way to keep on top of these things, so I compiled some tips and reminders for myself, and I’d like to share them with you.
Choose wisely: Choose reputable news sources, academic reports or reviews from trusted organisations, some will be better balanced, and much less sensationalised than others.
Practice media literacy: Be critical of the information you find; don’t believe everything you see and hear. Verify news stories from multiple sources before accepting them and remember what the media is designed to do. Plus, social media is full of misinformation and sensationalism and largely speaking, not a good resource!
Need to know basis: Consider which topics are most important for you to stay informed about, and limit exposure to news that is not relevant to your wellbeing or interests. It’s very easy to fall down the rabbit hole!
Limit your consumption: Put some boundaries in place that work for you, whether that’s setting an allotted time frame to catch up like to only listen to the radio on your drive into campus, taking a break from social media, or making sure those notifications are turned off so you’re not ambushed by breaking news.
Managing Traumatic Topics: If you are avoiding any particular topic, it might be helpful to have a trusted person read/watch for you first. Additionally, for any recommended films or series, try finding them on ‘Does the Dog Die?’ https://www.doesthedogdie.com/ to check for triggering content.
Find the happy stuff too: There is so much good happening in the world as well as all the bad, make sure you feed your brain some of that too, whether that’s in the news, or on social media.
Here are some other sources:
Look after yourself: Further to those things, take a break every once in a while, prioritise whatever it is that makes you see your world positively and seek support if you need it, that might be support from a professional, or talk to a trusted person, colleague, or staff member to air out those thoughts – go and ‘talk to a criminologist!’ If you’re particularly prone or you are a chronic catastrophiser (guilty!) – a perspective from someone else can be a useful tool.
Lastly, there is a quote I heard years ago, and while over time, there are some thoughts and applications of it that are less than favourable, I occasionally find it comforting; Fred Rogers passed along a message from his mother who said ‘Look for the helpers. You will always find people who are helping.’
If you are able to manage the discomfort, sometimes it is good to find what makes you feel, and listen to it, let it fire you up! Perhaps you’ll become the helper.
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Are my interests childish or are you missing the bigger picture?
In semester 2, the level 4 BA Criminology students have been navigating different forms of socialisation for children, and thinking critically about where standards, assumptions and pressures on our children come from. Its been an interesting few weeks full of discussions building on personal experiences, documentaries and the wider academic literature. Now, whilst I could write a detailed reflection on the classroom discussions, what instead I want to, shockingly, moan about in the blog this week are the labels applied to young adults and adults implying being ‘childish’ is something to be ashamed of.
Many who know me will be aware I am a huge Disney fan, particularly Disney and Disney Pixar animations, which includes watching, gaming, clothing and accessories which all match my love for these films. I am also a big, big, big fan of dinosaurs, although if I’m being honest, its more so the Jurassic Park/World franchise. Again, books, films, toys, stuffed dinosaurs (shout out to my Beta stuffed toy – pictured above) from the Natural History Museum) and also a tattoo. These things bring me joy and also peace. Many a times when I’m overwhelmed, the go to is a Disney animation or Jurassic Park (much to my partner’s pain) for familiarity, comfort and relaxation. Yet despite the comfort and joy it brings me, often I am met with commentary about my ‘childish’ interests and questions around ‘when will I grow up’.
Now for clarity, most of these comments (but not all) are from friends and loved-ones who are saying so (I presume) in jest. There is no malice behind the comments, but still it has given me food for thought. Lots of people of all ages share the same joys as myself (social media fan pages are many), but is there any harm in pressing people to justify and commenting on their pastimes? Possibly. I am in a fortunate position to be able to afford various Disney-themed items of clothing (huge shout out to Primark and their Stitch section), Jurassic Park official merchandise, POP! Figures, clothes, posters etc whereas when I was younger, this was not something we could afford. Being in a privileged position and having a disposable income means I get to explore interests from my childhood, and have them develop into passions. Something which wasn’t available to me as a child, or even as a young adult at University. Being older and engaging with interests from childhood also uncovers new ways of appreciating the messages, artwork, and stories.
The presumption that my interests are ‘childish’ is not clearly explained by those who comment. What is meant by ‘childish’ and why is it presumed to be negative is not clear. But there appears to be some stigma around it. There is a push, as we are slowly uncovering in classroom discussions, for everyone to ‘grow-up’, but is this what is best for the individual? Or does this serve some greater purpose for society? I’m not sure what the point of the above ramblings are for, other than it might be best to keep opinions to yourself if you do not share the same interest. In a word that is full of harm and disadvantage, especially for children, let people enjoy their interests and passions, commentary free, if they aren’t harming you!
Thoughts from the criminology team 