A new meme phenomenon is taking classrooms by storm, with students across the UK excitedly calling out “six-seven” during lessons.

While some educators choose to overlook this trend, others are finding ways to cope. Here, five teachers share their experiences and strategies.

“I thought I had said something inappropriate.”

In September, I was discussing exam preparations with a group of Year 11 students. At one point, I mentioned something like, “…if you’re studying up to 6th or 7th grade…” and was caught off guard when the entire class erupted in laughter.

Initially, I wondered if I had unintentionally said something offensive or if my accent sounded odd. While I felt a bit frustrated, I was genuinely curious, recognizing that their laughter wasn’t meant to be unkind. So, I asked them to clarify. Unfortunately, their explanations left me puzzled and I still couldn’t grasp what was funny.

Adding to the humor was a weighing gesture one of the students made while I spoke, which I later learned often accompanies “6-7,” as if to illustrate my thought process.

To address this, I now try to mention it frequently; nothing deflates a trend quicker than adults trying to participate.
James, secondary school teacher, North London

“If you feed it, it turns into chaos.”

Understanding this helps avoid mistakes like mentioning, “In 1933, there were 6 or 7 million unemployed people in Germany.” When faced with unavoidable numbers, having clear behavioral policies can help; they can be enforced just like any other disruption, but I’ve rarely had to do that. Policies matter, but when students believe in the school’s objectives, they are less likely to be sidetracked by online trends (at least during class).

With “6-7,” I avoided wasting lesson time, only occasionally raising my eyebrows and responding with, “Yes, that’s a number. Well done.” If you feed it, it will turn into chaos. I manage it just as I would with any other disruption.

Remember the 9+10=21 phase? There’s no doubt another trend will follow this. Kids will always have their fads. When I was younger, we had our own trends too (though admittedly outside class).

Children will always be unpredictable, and it’s up to us adults to guide them back on track. Random numbers should highlight conditions for engagement, not be an extensive list of rules.
Connor, 39, London general history teacher

“They want to belong.”

Kids use this chant as a way to bond in the playground. When one person initiates it, others respond to signal belonging to that group. It resembles a call-and-response dynamic, like a soccer cheer, forming an unspoken language among them. I don’t believe it carries any deeper meaning—they just know they’re supposed to say it. Whatever the latest trend, they want to be part of it.

However, this is not permitted in my classroom. Loud outbursts serve as red flags. Math classes can be particularly challenging. My fifth graders (ages 9-10) tend to be more compliant with rules, which I recognize can differ in secondary school. [school] That may pose another challenge.

After 15 years in teaching, I notice these fads typically last 3-4 weeks. This one will fade soon; they shift trends frequently, especially when younger siblings start using it, then it loses its appeal.
Jane, early 50s, primary school teacher, North West England

“We simply have to share a laugh.”

My first encounter with this trend was back in August while teaching English at a foreign language institution. I noticed mainly boys were initiating it among students aged 12 to 18. At the time, I had no clue what it was, but now at 24, I recognize it as a meme akin to those I observed during my own school years.

Trends are ever-evolving. “Skibidi toilet” was a viral meme during my training, but it didn’t dominate my class environment in the same way “six-seven” does. Unlike “six-seven,” “Skibidi toilet” never appeared on the blackboard, rendering it obscure for students.

I typically ignore it or join in the laughter if I inadvertently say it, empathizing with them and recognizing it as just part of contemporary culture. They yearn for a sense of community and shared experience.
Harriet, 24, English teacher at a foreign language school, South of England

“Shouting playfully means I hardly hear it anymore.”

After 30 years in teaching, I have witnessed countless trends, yet this one stands out.

When I first came across this phrase after summer holidays, I exclaimed, “What a perfect example for a reading report! Well done!” Coupled with my playful yelling at students (often with hand signals), I find I seldom hear it anymore.

Students often react with wide-eyed amusement. You can see it on their faces—they’re thinking, “Oh, come on.” Seeing a teacher akin to their grandfather saying it heightens the awkwardness.
Paul, 54, secondary school teacher, Cheshire

“Emerging from a global slang repertoire.”Mr. Miss.

Transforming mindless phrases into memes isn’t a new concept. Terms like ‘sigma’, ‘skibidi’, and ‘kook’ represent a growing global lexicon. What’s striking about “6-7” is its extensive reach and universal recognition, particularly in English-speaking cultures. I may come off as a ‘teacher’ for saying this, but in my time, schools had localized slang.

Kids are often consuming the same content on social media, easily sharing it and leading to rapid trends. Today’s youth are much more interconnected to global trends and pop culture thanks to the rise of short-form video content, allowing them to quickly absorb vast amounts of information. Combine this with America’s prominent cultural exports, and you get a worldwide phenomenon like “6-7.”
George, 26, apprentice history teacher, London