Earlier this month, I chaired a webinar for the Schools and Academies Show on how EdTech vendors can communicate more effectively with schools and Multi-Academy Trusts. One of the common themes was that schools and trusts are looking for solutions to very specific problems. This means EdTechs that understand what a teacher or school leader might be searching for are far more likely to communicate successfully. Closely linked to this is the value of offering thoughtful insight, rather than a hard sell.
Here are seven takeaways from the session.
Schools and trusts are increasingly relying on AI tools and large language models to get a quick sense of what tools are available to solve their challenges. In many cases, they mayn ot even reach an EdTech’s website before forming an initial impression.
If a website is vague or overloaded with generic language, AI will struggle to describe what the product actually does. To ensure schools find a product, EdTechs need to be precise about the problem the product solves, who it is for and how it can be used. It can help to work backwards: how would a school describe this problem and how would they search for help with it?
Schools and MATs are often looking to solve one specific problem, not to buy a tool that claims todo everything. It used to be that they wanted a product with many features, but they are now prioritising accessibility, usability, scalability and security. In fact, schools and trusts are increasingly resistant to paying for features they don’t need or won’t use. Large MATs, in particular, often already have strong infrastructure in place and are selective about what additional tools they introduce.
Schools and trusts now expect EdTech vendors to be very clear about how data is collected and used, whether data is used to train AI models and how digital and AI standards are met. This information should be easy to find and downloadable, so schools can share it internally. The same applies to contract length, renewal terms and exit points.
Schools and MATs will often want to pilot tools first and assess their impact before scaling.
With budgets under pressure, schools are also weighing EdTech against alternatives, such as CPD and staff training, which they may see as more effective than another tool. Asa result, vendors are seeing longer trials, more requests for evidence and a growing emphasis on co-production. It’s a good idea to create sandbox environments and opportunities for schools to shape products, where possible.
PRis about credibility, not just coverage
PR for EdTechs is not just about media coverage. It plays a much broader role in shaping how organisations are understood by schools, trusts and AI tools. Sharing insights, resources and practical, honest reflections through PR helps build familiarity with schools and trusts over time. When the moment comes for a school or trust to invest, that prior exposure can make an EdTech feel like a credible, lower-risk option.
Avoid September
September is almost always the worst moment to approach schools and trusts. Leaders are focused on establishing routines, supporting staff and ensuring pupils settle into the new academic year. EdTech outreach is unlikely to land well, no matter how strong the message.
Schools and trusts are sceptical of empty terms such as “innovative”, “forward-thinking” or “transformative” when they are not clearly defined. Vague claims about “analytics”, “insights” or “reducing workload” also raise red flags.
Jessica Shepherd is the founder and director of education communications, PR and marketing consultancy Sparrowhawk Communication.