The Use of the Media for Influence (Edexcel GCSE Citizenship Studies): Revision Note

Exam code: 1CS0

Lisa Eades

Written by: Lisa Eades

Reviewed by: Steve Vorster

Updated on

How citizens use the media

  • Citizens can use the media to influence public opinion either as individuals or as part of organised groups, such as pressure groups or local campaign groups

    • Newspapers, television and radio remain especially important because they reach large audiences and are often seen as authoritative and credible

  • Individual citizens may use traditional media to highlight personal experiences that reflect wider social issues

    • By giving interviews to newspapers or appearing on television, individuals can raise public awareness and attract national attention

    • E.g. Marcus Rashford wrote open letters to national newspapers such as the Daily Mirror and gave interviews on BBC News to highlight child food poverty

      • He also used social media, but it was sustained coverage by traditional media that helped build public pressure and led to government changes to free school meal provision

Three children raise fists before a billboard showing a colourful portrait and the quote "Just look at what we can do when we work together," by Marcus Rashford.
  • Citizens also use the media collectively through pressure groups, which often have media teams and spokespersons

    • Pressure groups use press releases, newspaper interviews and TV appearances to present their arguments clearly and repeatedly

    • E.g. Friends of the Earth regularly appears on BBC News and is quoted in national newspapers when environmental issues are discussed

      • This traditional media coverage helps shape public attitudes towards climate change and increases pressure on the government to act

  • Local campaign groups often rely heavily on local newspapers and social media to influence public opinion and decision-makers.

    • E.g. The Where’s Our Bridge? campaign in Faversham used local press coverage, including newspaper articles and online news reports, to explain why the closure of Faversham Creek Bridge was damaging the community

      • This coverage, shared on social media platforms, helped build wider public support and encouraged local councils and MPs to respond to the campaign

How the media is used by those in power

  • Governments, ministers and senior public officials use the media to influence public opinion and shape how their decisions are understood

  • Governments use the media to communicate policies and decisions to the public

    • By explaining new laws, restrictions or spending plans through television interviews and newspaper articles, politicians can justify their actions and attempt to gain public support

    • E.g. Government Budgets and major policy announcements are often reported live on the BBC and then explained in national newspapers the following day

  • Those in power also use the media to shape narratives around events and policies

    • This involves emphasising successes, positive outcomes or intentions, while minimising or explaining away failures and criticism

    • E.g. Ministers may highlight falling unemployment figures or economic growth in interviews, while avoiding focus on rising living costs or public service cuts

  • Press conferences and media interviews are key tools used by those in power

    • These allow politicians to respond directly to criticism, clarify their position and control the message being presented to the public

    • Appearances on programmes such as BBC News at Ten, Question Time or Sunday political shows give ministers opportunities to explain policies and challenge opposing views

  • Governments also use the media to encourage behaviour change, particularly during emergencies or public health issues

    • Media campaigns delivered through television and radio can influence how people behave in everyday life

    • A clear example is public safety advertising, such as road safety campaigns encouraging seatbelt use or discouraging drink driving

Case Study

UK government COVID-19 briefings

Man in a suit delivers a briefing from behind a lectern with the slogan 'Stay Home, Protect the NHS, Save Lives' in a wood-panelled room with a union flag in the background
  • During the COVID-19 pandemic, the UK government held daily televised press briefings, broadcast live on major television channels

    • These briefings were led by senior ministers, including the Prime Minister, alongside scientific and medical advisers

Purpose of the briefings

  • The briefings were used to explain government decisions such as lockdowns, travel restrictions and vaccination programmes

    • By using traditional media, the government aimed to reach as many people as possible and ensure consistent messaging across the country

  • The briefings were designed to influence public behaviour, encouraging people to follow lockdown rules, wear face coverings and later accept vaccination

    • Visual data, slogans such as “Stay Home, Protect the NHS, Save Lives”, and repeated messaging were used to reinforce behaviour change

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Lisa Eades

Author: Lisa Eades

Expertise: Business Content Creator

Lisa has taught A Level, GCSE, BTEC and IBDP Business for over 20 years and is a senior Examiner for Edexcel. Lisa has been a successful Head of Department in Kent and has offered private Business tuition to students across the UK. Lisa loves to create imaginative and accessible resources which engage learners and build their passion for the subject.

Steve Vorster

Reviewer: Steve Vorster

Expertise: Economics & Business Subject Lead

Steve has taught A Level, GCSE, IGCSE Business and Economics - as well as IBDP Economics and Business Management. He is an IBDP Examiner and IGCSE textbook author. His students regularly achieve 90-100% in their final exams. Steve has been the Assistant Head of Sixth Form for a school in Devon, and Head of Economics at the world's largest International school in Singapore. He loves to create resources which speed up student learning and are easily accessible by all.