in—person classes this week due to a rise in illnesses among staff and students. school officials said the drop—off in attendance was due to a mixture of viruses including covid—19 and influenza. and france's education minister announced the country will ban schoolchildren from wearing the abaya, a loose—fitting full—length robe worn by some muslim women, in state—run schools when classes begin this month. my colleague sumi somaskanda spoke this week with us education secretary miguel cardona to discuss the challenges facing students and teachers heading back to school. secretary, thank you very much forjoining us again on bbc news. i want to start with affirmative action, because the supreme court's ruling effectively ended race conscious admissions in colleges and universities. and if you look at the state of california, the uc system hasn't been able to meet its racial diversity goals despite having ended race—based admissions more than two decades ago. so how do you make sure that schools and universities are diverse at the same time as adhering to the law? , �* ., , ., same time as adhering to the law? ,�* ., law? yes, i'm glad you brought u . law? yes, i'm glad you brought up california. — law? yes, i'm glad you brought up california, because - law? yes, i'm glad you brought up california, because we - law? yes, i'm glad you brought up california, because we can l up california, because we can see that what happened in california happens across the country, we are taking steps backwards. i believe the supreme court got it wrong. we are committed to working with leaders from all over the country to make sure that we are increasing the diversity in our campuses to reflect the beautiful diversity of this country. we know we have talent there, and unfortunately our admissions data does not reflect the diversity we have in our country. so we are committed to working with our presidents, our chancellors, our boards, to find ways to make sure all students feel accepted and welcomed in a higher education campuses. and that also means getting specific or getting really strategic around k—i2 schools and higher education institution partnerships. we need to recruit better. we need to make sure we take into account the diversity of the students have experienced. we can do it. obviously we have to be lawful. they took away a tool to get diversity on campus, but they didn't take away our resolve. the northwest evaluation _ away our resolve. the northwest evaluation association _ away our resolve. the northwest evaluation association put - away our resolve. the northwest evaluation association put out i evaluation association put out a report about students who are continuing to struggle post— pandemic, and they said, quote, in nearly grades, achievement grades during 2022—23 fell short of pre— pandemic trends, which stalled progress towards pandemic recovery. and it's at the average student needs about four additional months in reading and 4.5 months in maths to catch up. what is the department doing to help close that gap? department doing to help close that aa-7 ., , department doing to help close thatu-a? ., department doing to help close that aa-7 ., that gap? right, as a parent and as an — that gap? right, as a parent and as an educator, - that gap? right, as a parent and as an educator, that - that gap? right, as a parent and as an educator, that is l that gap? right, as a parent l and as an educator, that is my priority. imagine how far back as students would be across the country if we didn't have the american rescue plan dollars to help with after—school programming, summer school programming, summer school programming, tutoring, making sure we have highly qualified teachers. but it goes to show the impact of the pandemic and how students went back. i was at a school earlier today and i saw these efforts of tutoring, good literacy instruction, mental health support for students, taking place. at the department of education, we have a strategy called raise the bar, where literacy and numeracy recovery is critical and health support is critical, providing pathways to students is critical, making sure we have highly qualified teachers in every classroom, that's part of our strategy. we have a game plan for this. we are bringing dollars to bearfor this. the president's budget is very clear that he is working to make sure that schools where students are underperforming at the support that they need to not only recover from the pandemic but thrive even higher than ever before. if pandemic but thrive even higher than ever before.— than ever before. if we talk about the _ than ever before. if we talk about the content - than ever before. if we talk about the content in - than ever before. if we talk l about the content in schools, there's been a lot of controversy over how black history is taught in the state of florida, as you know. there's a new standard that requires educators to teach students there that slaves develop skills that they could benefit from. and you have that you don't want politicians interfering in education like this. so what is the department doing when it comes to these types of standards?— types of standards? right, well, first _ types of standards? right, well, first of _ types of standards? right, well, first of all, _ types of standards? right, well, first of all, my - types of standards? right, i well, first of all, my message to the students and educators and parents in florida is we see what's happening and we support you. we recognise the attack that public school is under in places like florida, and we recognise that when politics enters the classroom, our students lose. it's important that we let our local boards, parents and educators make decisions, not politicians that want to lift their national profile. you know, the latest example of where they are were trying to find some benefits to slavery is really low, but it's a pattern of attacks on black curriculums, on the diversity in general. we have the office for civil rights that investigate any cases of hostile learning environments for students, and we are always available to receive investigation requests if that's felt.— if that's felt. have you received _ if that's felt. have you received those - if that's felt. have you i received those requests if that's felt. have you - received those requests from the state of florida? we have received requests _ the state of florida? we have received requests from - received requests from different states. some in florida, i couldn't tell you if it was regarding the most recent one, but i will tell you that we've heard from parents, from educators and students in florida. i've been on the ground in florida, telling me that they are disgusted with what's happening at the state level, that they want to just get back to learning and making sure that all students feel welcome in their schools. this goes back to making students who are lgbt cute feel unwelcome in schools a couple of years ago. there is a direct attempt to disrupt public education, in my opinion so they can sell that voucher programmes over there, so that is not going to work —— lgbtq. school safety is also in the minds of parents is they go back to school, as you know. we just witnessed two shootings several months apart where universities were involved, in south carolina and florida. can you tell parents that their students heading back to campuses are safe? look, as a father, campuses are safe? look, as a father. the _ campuses are safe? look, as a father, the most _ campuses are safe? look, as a father, the most important - father, the most important thing for me is the safety of my family. as i drop children off, whether it's high school or college, their physical safety and their emotional well being are paramount to me. and i want that for all kids across the country. we are doing everything we can with the bipartisan safer communities act to provide dollars. we are communicating the importance of safety. we are providing technical assistance to districts and states. but we need congress to act with gun safety legislation that removes assault weapons from the hands of people that shouldn't have them. we need our legislators to be more worried about the safety of children than the safety of children than the safety of children than the safety of our fifteens in our communities. the president is pushing, and i know many of our colleagues on the hill are pushing, but we have some far—right republicans who would rather protect guns than children.— rather protect guns than children. ,, . ., , ., ., children. secretary, one more auestion children. secretary, one more question about _ children. secretary, one more question about student - children. secretary, one more question about student loan l question about student loan forgiveness. i know this is something you've been working closely with the president on. his original plan was blocked by the supreme court, now he has turned to a different forgiveness plan under the higher education act. that could take months or even years implement. so do you think the president can honour this campaign promise to forgive student loan debt? the president _ student loan debt? the president has _ student loan debt? the president has been - student loan debt? tue: president has been honouring it. we provided over 117 billion dollars relief from day one, that is more than any other administration has provided. without question, with public service loan forgiveness, we have really gone over those colleges that have taken advantage of students. we have provided debt forgiveness to public servants, and we have a more robust plan for the negotiated rulemaking process to provide more targeted debt relief. but to answer the question about are we committed to it, look at what we've done from day one. 0ver what we've done from day one. over $117 billion in debt forgiveness, over 600,000 public servants have gotten debt relief, and we're going to continue fighting. we know that this is important. we know that accountability in higher education is important. we know that opening to higher education for many more americans is something that we are committed to, not only for them but for the strength of our country and the president's not only talked about it, but showing the commitment through the action, and we are committed to doing that. moving forward. �* ., , i. forward. and what is your message _ forward. and what is your message to _ forward. and what is your message to students - forward. and what is your message to students as l forward. and what is your i message to students as they head back to school? liaise message to students as they head back to school?- head back to school? give it our head back to school? give it your best- — head back to school? give it your best. commit - head back to school? give it your best. commit to i head back to school? give it i your best. commit to learning as much about yourself as you are about learning from others and building a sense of community in your schools. we believe in you, we are excited for this upcoming school year, and going to fight hard to make sure that you have a good education in k—12 and in higher education. education in k-12 and in higher education-— education in k-12 and in higher education. ,, . ., , . ~ education. secretary, thank you very much _ education. secretary, thank you very much for— education. secretary, thank you very much forjoining _ education. secretary, thank you very much forjoining us. - education. secretary, thank you very much forjoining us. thank| very much for “oining us. thank ou ve very much forjoining us. thank you very much- _ very much forjoining us. thank you very much. 0k, _ very much forjoining us. thank you very much. 0k, thank i very much forjoining us. thank you very much. 0k, thank you. j for some insight into what it's like to be at the front of the classroom, my colleague caitriona perry spoke with rebecka peterson, the 2023 us national teacher of the year. she has been a math teacher for 11 years at union high school in tulsa, oklahoma. rebecca peterson, you have been a teacher now for well over a decade, but you describe your first year of teaching is quite a difficult one. why was that? yes, so i started teaching at the college level, and then after three years of teaching at the college level i switched to the high school level, and it was that year of switching that was really a challenge for me. i went from this classroom where students were paying to hear what i had to say to this classroom where students were more or less forced to hear what i had to say, and that was a real shock to my system. and to be honest, i wasn't sure that i was going to make it. i thought, this is hard, but eventually i found my rhythm and ifound eventually i found my rhythm and i found that i absolutely loved teaching high school students. and they have become the best pieces of me.— the best pieces of me. now, you are an immigrant _ the best pieces of me. now, you are an immigrant of _ the best pieces of me. now, you are an immigrant of swedish i are an immigrant of swedish uranian descent who went to school, and many countries around the world before you arrived in america. do you find that us classrooms are welcoming to children of diverse backgrounds? —— iranian. eula mckenna, i can speak to my own district which is an incredibly diverse and culturally rich district. we have 62 languages represented, and so for me to teach union public schools here in tulsa, oklahoma, has beenjust so public schools here in tulsa, oklahoma, has been just so full 0klahoma, has been just so full circle. oklahoma, has been 'ust so full circle. �* , ., oklahoma, has been 'ust so full circle. , ., , circle. because so many of my students _ circle. because so many of my students are _ circle. because so many of my students are also _ circle. because so many of my students are also immigrants | circle. because so many of my i students are also immigrants or first—generation americans. and so well we did move a lot growing up, i live in four countries by the time of 16, and that sometimes were sort of and that sometimes were sort of an un— tethering experience, but i say, you know what? this sort of un— tethering as a child now really tethers me to my students, and so it is such a i0y my students, and so it is such a joy to teach in this beautifully diverse and culturally rich district, where i am very proud of how welcoming we are to all students. and that's the beauty for about public education, right, it is for all of us. so how does _ right, it is for all of us. so how does your _ right, it is for all of us. so how does your own personal experience, then, inform your approach to children, perhaps maybe to children who are struggling orfinding maybe to children who are struggling or finding things difficult? , ,, ., difficult? yes, i think for me it's so important _ difficult? yes, i think for me it's so important to - difficult? yes, i think for me it's so important to capture l it's so important to capture the heart before we try to capture the mind. so for me, it comes down to learning my students' stories. and so at the beginning of each school yeari the beginning of each school year i invite you to buy students to just come and tell me their story, you know? because we know kids — so to just open up the space and learn about them as human beings before students. it's been so transformative, and when we learn our students' stories, grace permeates, and i find that, you know, when we have these connections, the connections don't make students but connection makes a lot of room, so that's how i really try to ensure that there is a seat for each and every kid. 50 seat for each and every kid. so is it surprising to you, then, looking at that harris poll, that last year 7 out of ten parents said their children had faced challenges in the classroom? it faced challenges in the classroom?— faced challenges in the classroom? , ., , , , classroom? it is not surprising to me. there's _ classroom? it is not surprising to me. there's a _ classroom? it is not surprising to me. there's a really - to me. there's a really interesting study out of stanford, i think that 163 adolescent brands, and they found that those brains were scanned post pandemic, the same scans pre— pandemic, found that they had suffered some of abuse or trauma. they had suffered some of abuse ortrauma. it they had suffered some of abuse or trauma. it is so clear, the scientists are telling us our kids have changed. i think we've all changed after the pandemic, and it's really sobering years. but the good news is the science is really clear and connection is how we heal. so what i'm optimistic about is our teachers and the connections that they are able to provide for our students and for our communities, because again, we know that's how we heal. again, we know that's how we heal . again, we know that's how we heal. ., . . ~ again, we know that's how we heal. ., . . ,, . heal. you are talking about teachers — heal. you are talking about teachers there, _ heal. you are talking about teachers there, and - heal. you are talking about teachers there, and those i teachers there, and those connections. there is a teacher shortage at the moment, about 50,000 vacancies also. you have described this yourself, actually, as a crisis. what should the usb doing to attract more teachers into the profession?— more teachers into the profession? more teachers into the rofession? , . , profession? yes, that is the million-dollar _ profession? yes, that is the million-dollar question. i i million—dollar question. i think certainly teachers are being poached by higher paying industries, right? a high school students are looking at the salaries and comparing salaries and saying, you know, i am just not going to be able to cut it as a teacher. and so certainly we need to make sure we are funding education. i think it's also a really politically charged time for education in the united states right now. i hear teachers all the time say, myself and my colleagues say, we just want to teach, right? we don't want to be part of a political narrative. we came into teaching because we love kids and because we want to improve outcomes for kids. and so to sort of add a political rhetoric on top of all the challenges we already face is something that is just quite frankly not sustainable for teachers and for the students we serve. teachers and for the students we serve-— we serve. with that political pressure. — we serve. with that political pressure, there's _ we serve. with that political pressure, there's obviously| pressure, there's obviously resource pressure as well. our teachers just feeling, themselves, in the round, under pressure?— pressure? yes, there is a lot of pressure- _ pressure? yes, there is a lot of pressure. and _ pressure? yes, there is a lot of pressure. and there's i pressure? yes, there is a lot of pressure. and there's just j of pressure. and there's just so many hats we wear as teachers, right? 0ftentimes we're the first responder the kid, you know, scrapes his knee on the playground, or oftentimes we are the ones going to counsellors or to nurses, and sometimes we are little police officers and trying to keep the peace, right? there are so many hats we wear as teachers, but we didn't ask to be part of a political narrative. so 'ust finall , political narrative. so 'ust finally, then, i political narrative. so 'ust finally, then, is i political narrative. so just finally, then, is obviously| political narrative. so just i finally, then, is obviously the start of a new school term in the us and in many other parts of the world as well. what's your message to teachers at this time?— your message to teachers at this time? . , ,,. , this time? yes, my message is ou are this time? yes, my message is you are enough. _ this time? yes, my message is you are enough. you _ this time? yes, my message is you are enough. you are i this time? yes, my message is. you are enough. you are enough exactly as you are. i think at this time of year it's so easy to sort of play the comparison game, you know, there's so many new things that we are trying to wrap our heads around, and we're spending so many plates. but i roosevelt said it best, comparison is the thief ofjoy. so to teachers, ijust comparison is the thief ofjoy. so to teachers, i just want to say, you are enough exactly as you are, you are exactly what our students need, and just focus on being the kind of teacher you needed as a student, and i know that you are going to soar and your kids are going to soar and your kids are going to soar and your kids are going to soar this year. thank you for that. rebecka peterson, the us national teacher of the year, thank you forjoining us. teacher of the year, thank you forjoining us— book bans are on the rise in the us, with attempts to pull titles off the shelves of public schools hitting a 21—year high in 2022, according to a report by the american library association. a pen america report lists over 1,400 instances of individual book bans that affected 874 unique titles from july to december 2022. bans are the most prevalent in the states of florida, missouri, utah, south carolina and texas, which tops the list with over a38 book bans. and they include works by acclaimed authors like the bluest eye by toni morrison, the handmaid's tale by marget atwood and a court of mist and fury by sarah] maas. these titles depict stories that touch on themes of violence, sexual abuse, loss and/or lgbtq+ topics, providing new hurdles for educators in their classrooms. for more on this, my colleague caitriona perry was joined friday by tamara gilkes borr, us policy correspondent for the economist. she was a new york city public school teacher for five years. and mary wood, an english teacher at chapin high school in south carolina. she began by asking mary about her first—hand experience in education today. you have been at the coalface of interference of what you can teachin of interference of what you can teach in the classroom. you were told to stop using ta nehisi coates' book on growing up nehisi coates' book on growing up black america in your english class. what was the issue with that text? the issue seems to be — issue with that text? the issue seems to be related _ issue with that text? the issue seems to be related to - issue with that text? the issue seems to be related to a i issue with that text? the issue | seems to be related to a couple of videos that i provided as background information regarding systemic racism, and that was to help students be prepared to study the book, and then the book was pause or pulled, rather, had itjust been the videos, i imagine the book would have been fine, but i imagine it had to deal with being black in america. horse i imagine it had to deal with being black in america. how do ou work being black in america. how do you work as _ being black in america. how do you work as a _ being black in america. how do you work as a teacher- being black in america. how do you work as a teacher if- being black in america. how do you work as a teacher if you i you work as a teacher if you are not fully in control of your classroom materials? but must provide an extra layer of challenge?— challenge? well, you know, teachers — challenge? well, you know, teachers work _ challenge? well, you know, teachers work really - challenge? well, you know, teachers work really hard i teachers work really hard throughout the school year to develop relationships and form connections with their students and create a safe environment. the trust has to be that students believe that you have their best interests at heart. to pause about, or to stop that, to interfere with the integrity of the classroom, definitely demeans teacher authority. —— to pause that. not even authority, but teacher relevance and knowledge of what we do. ., ., relevance and knowledge of what we do. . . , relevance and knowledge of what wedo. . . ,' relevance and knowledge of what wedo. .. , .., we do. tara, mary is echoing what we _ we do. tara, mary is echoing what we heard _ we do. tara, mary is echoing what we heard from rebeccaj what we heard from rebecca peterson a moment ago about unnecessary political interference in the classroom. is that something new in the us education system? this. is that something new in the us education system? no, actually, we have seen — education system? no, actually, we have seen interference i education system? no, actually, we have seen interference in i we have seen interference in terms — we have seen interference in terms of— we have seen interference in terms of political interference ever— terms of political interference ever since school became compulsory, in 1918. today it is compulsory, in1918. today it is critical— compulsory, in 1918. today it is critical race theory but in the — is critical race theory but in the 19205 it was about communism, in the 19705 it was about— communism, in the 19705 it was about multicultural text5, almost _ about multicultural text5, almost every decade since school _ almost every decade since 5chool became compulsory you have _ 5chool became compulsory you have seen _ 5chool became compulsory you have seen these kinds of political battle5. have seen these kinds of political battles.- have seen these kinds of political battles. this week we celebrate the _ political battles. this week we celebrate the 60th _ political battles. this week we | celebrate the 60th anniversary of the march on washington, martin luther king's i have a dream speech. we heard how his dream is still not here in the us. you mention critical race theory, that is one issue, but there are also racial disparities in terms of access to educational resources. where is the united states at the moment?— is the united states at the moment? . , ., moment? clearly there are huge racial disparities _ moment? clearly there are huge racial disparities in _ moment? clearly there are huge racial disparities in the _ moment? clearly there are huge racial disparities in the us i moment? clearly there are huge racial disparities in the us in i racial di5paritie5 in the us in many— racial disparities in the us in many cases, in terms of exams and access, _ many cases, in terms of exams and access, as you mentioned. but i _ and access, as you mentioned. but i think— and access, as you mentioned. but i think it is important to celebrate the win5 a5 but i think it is important to celebrate the win5 as well. right — celebrate the win5 as well. right before the pandemic, racial— right before the pandemic, racial gap5 right before the pandemic, racial gaps or closing, exam scores — racial gaps or closing, exam scores were getting better, i 5core5 were getting better, i think— scores were getting better, i think it — scores were getting better, i think it is _ scores were getting better, i think it is important to celebrate those win5 while also acknowledging the work we have to do _ acknowledging the work we have to do. �* ., . ., ~' acknowledging the work we have to do. �* ., . ., ~ , to do. and how much work is there to _ to do. and how much work is there to do? _ to do. and how much work is there to do? quite _ to do. and how much work is there to do? quite a - to do. and how much work is there to do? quite a bit, i to do. and how much work is there to do? quite a bit, in i there to do? quite a bit, in some cases! _ there to do? quite a bit, in some cases! of— there to do? quite a bit, in some cases! of course, i there to do? quite a bit, in some cases! of course, wej there to do? quite a bit, in i some cases! of course, we are looking _ 5ome cases! of course, we are looking at— some cases! of course, we are looking at huge di5paritie5 looking at huge disparities between black and hispanic students and white students, when — 5tudent5 and white students, when it— students and white students, when it comes to exams, like mentioned before. i 5chool mentioned before. i school graduation, a5 mentioned before. i school graduation, as well as college going — graduation, as well as college going rate5 graduation, as well as college going rates as well. —— high school~ _ going rates as well. -- high school. , , ., going rates as well. -- high school. , , . school. mary, is that your exoerience _ school. mary, is that your experience in _ school. mary, is that your experience in the - school. mary, is that your i experience in the classroom? um, yes. you know, iwork primarily with white students. there are mostly white children at my school, we are 85% white. and most of my honours and ap classes, there are very few, or a markedly lower amount of children of colour, and so i definitely see those disparities, yes. there are disparities _ disparities, yes. there are disparities as _ disparities, yes. there are disparities as well, - disparities, yes. there are disparities as well, aren'tl disparities as well, aren't there, in terms of economic income if you like, household income, and be split between public schools in the us and private schools? == public schools in the us and private schools?— public schools in the us and private schools? -- the split. yes. i would _ private schools? -- the split. yes. i would say _ private schools? -- the split. yes. i would say that - private schools? -- the split. yes. i would say that my i private schools? -- the split. i yes. i would say that my school is in a wealthier area, and so a lot of the children have access to, you know, extra test prep, tutoring, their lives are not encumbered, not all of them, but a large proportion of them, but a large proportion of them are not encumbered by after—school employment or having to support themselves. their focus can be having to support themselves. theirfocus can be primarily on development of education and development of education and development of education and development of extracurricular activities. but in and of itself is a privilege. that is a privilege. _ itself is a privilege. that is a privilege, as _ itself is a privilege. that is a privilege, as mary i itself is a privilege. that is a privilege, as mary is i a privilege, as mary is describing, tamara. but there are wide differences in the literacy level that students can have it graduation, isn't there? ~ , ~ . there? absolutely. we are definitely _ there? absolutely. we are definitely seeing _ there? absolutely. we are i definitely seeing unacceptable disparities in terms of what students can do at graduation, and of course we have to keep moving forward to improve that. but again, we are seeing the closing, so i think that is really positive the public schools in america. —— seeing the gap closing. schools in america. -- seeing the gap closing.— schools in america. -- seeing the gap closing. and one thing that feeds _ the gap closing. and one thing that feeds into _ the gap closing. and one thing that feeds into your _ the gap closing. and one thing that feeds into your literacy i that feeds into your literacy level or anything else upon graduation is how often you have attended school, and we are seeing a rise in chronic absenteeism, which i believe is if you are missing 10% or more of the school year?— of the school year? yes, stanford _ of the school year? yes, stanford university - of the school year? yes, i stanford university study of the school year? yes, - stanford university study found that over one in four schoolchildren are actually chronically absent, which as you mentioned, is missing 10% of school, that is 18 days of school almost one month of school. so obviously that is a big concern. and as you mentioned before, with disparities, we are seeing that while all students in general are facing chronic absenteeism, it is highest in disadvantaged groups, like students of colour or poor students or homeless students. d0 or poor students or homeless students-_ or poor students or homeless students. ~ ., , ., students. do we know why that is? obviously _ students. do we know why that is? obviously if _ students. do we know why that is? obviously if you _ students. do we know why that is? obviously if you are - is? obviously if you are homeless you have a lot of challenges, but in the round, other specific factors that children are missing school for? —— are there specific factors. for? -- are there specific factors— factors. there are lots of reasons. _ factors. there are lots of reasons, but _ factors. there are lots of reasons, but i _ factors. there are lots of reasons, but i think - factors. there are lots of - reasons, but i think everyone, the pandemic changed how we think about illness. we started seeing parents keeping his home for the sniffles, when before they might not have done so. also, mental health is more of concern, parents are recognising that may be that child needs a day off school today. but also, some students are really interested in being home just like workers who want to work from home. so we are seeing a shift from, the pandemic really shook things up, and we are seeing a shift in what schooling is today. mary, have you seen a change like that in your school, and how often students attend? we have a how often students attend? , have a sharp decline in student attendance and classes for a number of reasons, but speaking to mental health, that is seemingly a primary cause of some absenteeism. of course, there is the idea that some students have extraneous responsibilities that interfere with their ability to attend, however, mental health is a concern that i address regularly, and i see an increase in students' 5011 regularly, and i see an increase in students' 504 plans or accommodations that address generalised anxiety disorder, depression or other kinds of mental concerns, yeah. ok. depression or other kinds of mental concerns, yeah. ok, and i think we _ mental concerns, yeah. ok, and i think we can — mental concerns, yeah. ok, and i think we can have _ mental concerns, yeah. ok, and i think we can have a _ mental concerns, yeah. ok, and i think we can have a higher- i think we can have a higher programme discussing just that, but we will have to leave it there for now. thank you both forjoining us. stay with us here on bbc news, and to those of you starting classes soon, happy back to school. hello. the weather is set to feel decidedly summerlike over the next few days, but there is just one small reminder that we are now into september. something a little more autumnal, a murky start to sunday, with some mist and fog patches in places. and a completely different type of weather in the far north of the uk, this stripe of cloud on our earlier satellite image is a frontal system which will continue to bring outbreaks of rain in the far north of scotland. it will be breezy here as well. further south, under the influence of high pressure with light winds, there are some mist and fog patches around parts of england, wales, northern ireland, south—west scotland, tending to lift and clear throughout the morning, and we will see long spells of sunshine, though that sunshine may turn a little hazy at times, with some high cloud in the sky. ourfrontal times, with some high cloud in the sky. our frontal system times, with some high cloud in the sky. ourfrontal system in the sky. ourfrontal system in the far north of scotland still bringing some outbreaks of rain and a brisk breeze, with some shelter from that breeze in north scotland, was see highs of 25 celsius, parts of southington, up to 26. three sunday night some mist and fog patches will once again develop, ourfrontal patches will once again develop, our frontal system still plaguing the of scotland, cloud, some splashes of rain, it is certainly not going to be a cold to monday morning, most places between ten and 15 celsius. on monday we do it all again, ourfrontalsystem celsius. on monday we do it all again, our frontal system still in the far north of scotland, particularly the northern isles, seeing cloud and rain without. elsewhere, early mist will clear, we will see some long spells of sunshine, a bit more of a breeze in the far south—west, but still 25 celsius in plymouth, 27 london, 86 in aberdeen. so the warmth will be widespread and there is more where that came from. another very warm day on tuesday, just a small chance of a shower in western parts of the uk, this frontal system really weakening in the north of scotland, and temperatures again widely into the low to mid 20s, some places may be just a touch higher than that. for the middle of the week, our area of high pressure is set to shift east. low pressure swelling to the west of us, and this weather set up will bring a southerly flow of winds and some very warm air indeed. in fact, it may feel hot in places on wednesday. temperatures in the south, maybe up 29, possibly 30 degrees, and only very slowly turning unsettled at the end of the week. which is straight after this programme. voice-over: this is bbc news. we'll have the headlines for you at the top of the hour, which is straight after this programme. hello. ai — it is all we seem to hear about these days, but what does it mean for the news business and the way we all find out about what's going on in the world? what sources will ai rely on to deliver trustworthy news? will it putjournalists out of a job? the chances are you've already, perhaps unknowingly, read a news article that wasn't entirely written by a human, so what's going on? today, we're dedicating the whole programme to these questions. with me are madhumita murgia, artificial intelligence editor at the financial times, sky news' science and technology editor, tom clarke, eliz mizon, from independent media cooperative the bristol cable, as well as jackson ryan, science editor at cnet. welcome to you all. and i think we should start with the basics. madhu, if i could bring you in, from the financial times, explain what we mean by ai and why, particularly in terms of the role ofjournalism it has, why it's getting so much coverage now. well, so ai is artificial intelligence and, i mean, supposedly it's a mechanical computer version of human intelligence, or at least that's the hope, right? but today what we have is, it's basically a powerful statistical system, a computer software, which finds patterns in large amounts of data. but what this means is that it can, you know, find diagnoses from pictures of x—rays or it can look through lots of words and help translate them into different languages.

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