Search Results

A FREE 30 minute chat to see how you can contribute to RECAP.

A FREE 30 minute chat to see how you can contribute to RECAP.

A FREE 30 minute discovery call to see if we can help you with your research consultancy needs.

At RECAP, one of our core aims is to make research more accessible to families. Behind every study are passionate researchers working to better understand children, learning, development, and family life. In our Research Spotlight series, we introduce the people behind the research - sharing their work, insights, and why their findings matter in the real world for parents and carers. Today's work is from: Professor Erica Borgstrom, Professor of Medical Anthropology, The Open University Dr Jon Rainford, Senior Lecturer in Childhood and Youth Studies, The Open University Dr Poppy Gibson, Lecturer in Education, The Open University Dr Stephanie Mulrine, Senior Lecturer in Medical Sociology, University of Sunderland Katy Vigurs, Practitioner for DEAD GOOD Matt Jones, Lecturer in Computer Games Design, Anglia Ruskin University Did You Know? ➤ Not everyone experiences grief in the same way. ➤ Whilst under-researched, there is evidence that neurodivergent people may experience grief, as well as the social practices around death and bereavement, differently from others. ➤ Grief may be overwhelming and unsettling for neurodivergent children who may seek to understand what has happened or be unsure of how to behave in such situations. What was the research looking at? Social norms are known to be powerful, influencing what behaviours or responses are expected, accepted, and stigmatised, including around loss and grief. People’s learning about social norms and grief often begins in childhood. Some have claimed that grief is a universal experience, which carries with it unsaid normative assumptions about how people may perceive and experience it. However, neurodivergent people may experience and respond to bereavement, death, loss and grief in ways that diverge from social norms, and there is a diversity within these differences. In this pilot research project, funded by The Foundation for the Sociology of Health and Illness (FSHI), we are aiming to try and develop a shared understanding of what grief means for neurodivergent young people and how we might use gameplay to help understand and support young people in the grieving process. Research Questions: RQ1: What is known about neurodivergent children’s and young people’s experiences of bereavement, and associated support? RQ2: How can gameplay be used to improve the support for bereaved neurodivergent children and young people?   How did you conduct your research? As a result of a recent two-day workshop hosted in Sunderland with four neurodivergent young people, and ongoing conversations, we hope to: Understand the key issues from research into neurodivergent experiences of grief and the gaps that further research could fill Develop knowledge on what game play is and how gameplay might work as part of this. This workshop is accompanied by two scoping reviews across the fields of grief for neurodivergent children and young people, and the intervention and use of game play for neurodivergent individuals. These sought to directly address the research questions. What are your key findings? For neurodivergent people, the challenges of naming feelings, differing responses to grief that does not always align with social norms, and depth of feeling can all impact upon grieving. Death may also create disruption in routines and trigger special interests surrounding death, which may be hard for others to understand. Traditional therapeutic approaches might need to be adapted to cater for these differences. Whilst the pilot research is still ongoing, early findings suggest that game playing can foster safe spaces for people to share lived experiences of grief and bereavement, allowing for conversations to be hosted side-by-side. Any recommendations? If you are supporting a child or young person, with grief or more widely with regulation, consider how game playing can be a useful tool to provide a space to explore emotions in an informal way. Your final word… Working on projects like this helps us understand possible ways to support children and young people as they grieve. We can only do this if we hear voices of the individuals themselves and listen to their lived experiences. Are there any games that you have played or that you can reflect may be supportive to play with people who are grieving or have experienced loss; how can these games provide safe spaces for conversation and sharing? Tell us in the comments References and Recommended reading: Palastanga, E.L., Gibson, P. and Greenhalgh, M. (2025) Supporting Bereaved Children in the Primary Classroom: Helping Children Process Death, Grief and Loss. Routledge. Rainford, J. and Borgstrom, E. (2026) How can I support bereaved neurodivergent children? | OpenLearn - Open University A free course from Open Learn: An introduction to death, dying and grief | OpenLearn - Open University Check out the project partner’s Instagram: DEAD GOOD: (9) Instagram

At RECAP, one of our core aims is to make research more accessible to families. Behind every study are passionate researchers working to better understand children, learning, development, and family life. In our Research Spotlight  series, we introduce the people behind the research - sharing their work, insights, and why their findings matter in the real world for parents and carers. Today's work is from: Dr Poppy Gibson, Lecturer in Education, The Open University Dr Sagun Shrestha, Research Associate, The Open University Helena Staszkiewicz, Associate Lecturer, The Open University Did You Know? ➤  Collaborative tasks can lessen feelings of isolation that distance learning sometimes brings (Yu, 2020). ➤ However, Venter (2024) found that students are not always positive about online group work. ➤  Anxiety can be caused by having to be dependent on others to achieve a desired outcome but also students may worry about letting others down (Hilliard et al., 2020). What was the research looking at? Distance learning can be a flexible, more manageable way to study online without the need to attend a campus each day. But how do students feel when group work is introduced and expected as part of their distance learning course? Collaborative activities develop the ability to work as part of a team; this is seen as an important skill in the workplace (Hilliard et al, 2020), and often the hope is that navigating these group dynamics can be a useful tool to take forward into other settings. This project wanted to offer insight into real lived experiences of distance learning students, to find out their perceived benefits and challenges of having to work with others in online spaces, with the hope of gathering understanding to inform planning at module level for those designing learning activities. How did you conduct your research? Funded by The Praxis Scholarship Hub at the Open University, this project explored the experiences of six adult students when collaborating online. After obtaining ethical approval, students were recruited through an email advert. The six students took part in two online group activities where they had to work together to create a presentation and a science activity, and then each student had a 1:1 online interview with the researchers to understand more about their lived experiences of working with peers online. Through an interpretative lens, this research project used thematic analysis to draw out perceived barriers and challenges that students felt when collaborating online with various tools. What are your key findings? The key positives of online group working that emerged from the data are: Students found forum discussions an easy way to build on what others had said in a way that encourages thoughtful interaction. The chance to meet someone new and learn from them. The development of empathy and understanding from hearing other students’ experiences. Issues around collaborative activities that emerged from the data are: Lack of participation from some members. Difficulty in establishing communication. Taking time to decide which tool or platform to use. Any recommendations? The researchers suggest that tutors can help to support distance learners if collaborative work is set, through these strategies: 1. Longer planning in collaborative activities; give students more time for group tasks than independent tasks to factor in the necessary time for the initial communications to happen before the work can begin. 2. The findings suggest students prefer being instructed on which tool or platform to use, rather than having a choice, as this creates another group decision to navigate. 3. Where possible, tutors should give structured guidance and steps as to how the group may want to approach the project, such as ideal deadlines for which different parts of the activity should be completed, which can help things run more smoothly.   Your final word …  Working on projects like this help us advancing inclusive practices and promoting outcomes for our learners. We can only do this if we hear voices of the learners themselves and listen to their lived experiences. What are the skills and values that can be developed through online collaboration in distance learning? Tell us in the comments References and Recommended reading: Hilliard, J., Kear, K., Donelan, H., & Heaney, C. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers & Education, 143, 103675. Venter, A. (2024) ‘Exploring the downside to student online collaborations’, The Independent Journal of Teaching and Learning , 19(1), pp. 64–78. Available at: https://doi.org/10.17159/ijtl.v19i1.18853 . Yu, E. (2020) ‘Student-Inspired Optimal Design of Online Learning for Generation Z Student-Inspired Optimal Design of Online Learning for Generation Z’, The journal of educators online, 17(1).

When we talk about neurodiversity in education, the conversation often centres around policies, diagnoses, or support plans. But behind every policy discussion are families navigating the day-to-day realities of school life. While writing my upcoming book, Neurodiversity Through the Educational Years (Due to be released by Emerald Publishing later this year - more details soon!) , I spoke with families whose experiences span early years, primary school, secondary school, alternative provision, and transitions into adulthood. Their stories reveal something important: The challenges neurodivergent children face in education are rarely about ability. They are far more often about the fit . Here are a few of the patterns that emerged. When Struggle Is Invisible One of the most prevalent themes across the stories was how often children’s difficulties were missed in the early years. Many children appeared to be coping on the surface. They were quiet, compliant, or academically able. Teachers saw children who were working hard and behaving well. But families often saw a different picture at home. Children came home absolutely exhausted. They experienced anxiety, meltdowns, or shutdowns after holding everything together at school. This phenomenon is often described as masking  - when a child suppresses their natural responses in order to fit into an environment that feels difficult or overwhelming. The problem is that masking can make children appear to be coping, which delays understanding and support. The silence they present can be mistaken for being fine . Compliance to the rules at school can be mistaken for being fine . Thriving academically and reaching educational milestones can be mistaken for being... you guessed it... fine ! Behaviour Is Often a Signal, Not a Problem Another theme that emerged repeatedly was how behaviour is interpreted by others. Many families described situations where their child’s distress was seen as defiance or disruption rather than communication. Yet when you look more closely at these situations, the behaviour often made sense. Children were overwhelmed by noise. They struggled with unpredictable routines, and they were navigating sensory overload or social confusion. When behaviour is treated purely as something to correct, the underlying need can remain unaddressed. A neurodiversity-affirming approach encourages us to ask a different question: What is this behaviour telling us about the environment or the child’s needs? Families Become Advocates Across the stories in the book, families often found themselves becoming advocates - sometimes unexpectedly. Parents described learning new terminology, researching support pathways, attending meetings, and navigating complex systems simply to access the help their child needed. This advocacy was rarely something families wanted. It was something they felt they had to do. When support systems are difficult to navigate or slow to respond, families often become the bridge between their child’s needs and the system that is meant to support them. Over time, this advocacy can become emotionally exhausting. Thriving Happens When Environments Change Despite the challenges many families described, there were also powerful stories of success. Children who had struggled in one environment often thrived in another. This might be: a specialist provision an additionally resourced provision within mainstream school alternative education pathways home education flexible or blended timetables What these environments often shared was not lower expectations, but greater flexibility. Smaller class sizes. Staff trained in neurodiversity. A willingness to adapt learning environments and routines. When the conditions changed, many children who had previously been struggling became engaged learners again. Neurodiversity Is Not the Problem Perhaps the most important lesson from these family stories is this: Neurodivergent children do not struggle because they are incapable of learning. They struggle when environments expect everyone to learn, behave, and process the world in the same way. When education systems recognise and accommodate difference, something remarkable happens. Children who once felt overwhelmed begin to participate and their confidence slowly returns. - the learning becomes possible again. Moving the Conversation Forward Supporting neurodivergent learners requires more than awareness. It requires environments that are flexible enough to respond to different ways of thinking, learning, and experiencing the world. That means: earlier recognition of need better training for educators listening to families and designing systems that adapt to children - not the other way around! Because when environments change, outcomes change too. And the stories in this book make one thing clear: Thriving is not about fixing neurodivergent children - it is about creating conditions where they can flourish. Stay connected with RECAP If this topic resonated with you, you can follow RECAP  on social media where we regularly share research-informed insights, practical parenting support, and conversations that bridge the gap between academic research and everyday family life. You’ll also be the first to hear about new resources, podcast episodes, and updates on the upcoming book. 📱 Follow RECAP to stay in the loop: https://linktr.ee/LucieWheeler

Discover how 'Research Simplified' at our Chelmsford Education Research Center is enhancing access to research in easy to understand ways At RECAP, we believe that trusted, evidence-based information should be accessible to everyone -especially parents, carers, and educators making everyday decisions for children and young people. Research Simplified is here to bridge the gap between academic research and real life. We take high-quality studies and translate them into clear, practical insights that are easy to understand and apply. No jargon, no confusion -just straightforward explanations rooted in evidence. Whether you're looking to support your child's learning, wellbeing, or development, this section helps you stay informed, confident, and empowered. UK Parent Survey: Key Findings Home-Educated Students and University Access Gaming to support learning in children with Autism What are UK parents really facing right now? We’ve taken one of the largest parent surveys in the UK - conducted by Parentkind and YouGov - and broken it down into clear, bite-sized insights. More families than ever are choosing home education - but how well do university admissions systems support these students? We unpack this small study exploring how easy (or difficult) it is for home-educated young people in England to apply to university. Can games like Minecraft help children with autism stay engaged and learn more effectively in the classroom? This resource breaks down a small-scale but insightful study that explored how gamification - using elements of games in teaching - supported young children with autism (ASD) in mainstream primary schools. Inclusion in the Classroom RSHE for Home Educating Families The Challenges & Benefits of Unschooling What does it really mean to feel included at school and what gets in the way? This resource simplifies a rich study that explored how secondary school students and teachers experience inclusion during lessons. How do families who home educate approach Relationships, Sex and Health Education (RSHE) and what support do they need? This resource breaks down a UK-based study that explored how home-educating parents teach important RSHE topics at home. What’s it really like to unschool - and why are more families choosing it? This Research Simplified resource explores findings from a global survey of 232 families who use unschooling Screen Time & Early Development Toddler Screen Time What does screen time really mean for young children’s development? This resource breaks down a study exploring the relationship between entertainment screen time (EST) in the early years and children’s response to sound, communication, and social development. What does research really say about toddler screen time? This resource breaks down a UK study exploring how parents of children aged 0–3 manage and think about screen use in everyday life.

Discover key findings from the UK Parent Study, part of the Research Simplified series. Explore insights from the UK Parent Study today. Screen Time & Early Development What does screen time really mean for young children’s development? This resource breaks down a study exploring the relationship between entertainment screen time (EST) in the early years and children’s response to sound, communication, and social development. The research looked at how much screen time young children were having, alongside their developing language, attention, and social interaction skills. It explored whether differences in screen use were linked to how children engage with the world around them — particularly how they respond to simple sounds. Findings suggest that higher screen time was associated with lower responsiveness to sound, smaller vocabularies, and reduced social and communication skills. However, the study also highlights the importance of everyday interaction, conversation, and shared experiences in supporting development. 📚 This summary highlights what the research found, what it might mean in practice, and why balance and connection are key. 📌 Whether you're a parent, educator, or professional supporting young children, this offers a clear and balanced starting point for understanding the role of screen time in early development. 📎 Dive into the findings, share with your friends, and join us in making research easier to access, understand, and use. 🔗 Want to explore the full study? An association between auditory responsiveness of children and duration of entertainment screen time in the early years of life.

Discover key findings from the UK Parent Study, part of the Research Simplified series. Explore insights from the UK Parent Study today. Screen Time & Toddlers What does research really say about toddler screen time? This resource breaks down a UK study exploring how parents of children aged 0–3 manage and think about digital media use in everyday family life. The research explored how families approach screen use at home, including the rules, routines, supervision, and decision-making that shape children’s experiences with digital devices. Rather than focusing only on screen time limits, the study examined how parents balance potential risks and benefits in real-life situations. Findings suggest that many parents are actively and thoughtfully managing screen use - often focusing on the quality of content, shared interaction, supervision, and context, rather than simply the amount of time spent on screens. The study also highlights that screens are often used as tools for learning, entertainment, connection, and support within busy family life. 📚 This summary highlights what the research found, what different types of parental mediation look like in practice, and why balance, interaction, and shared experiences matter. 📌 Whether you're a parent, educator, or professional supporting young children, this offers a balanced and accessible starting point for understanding screen use in the early years. 📎 Dive into the findings, share with your friends, and join us in making research easier to access, understand, and use. 🔗 Want to explore the full study? Parental mediation of very young children’s digital media use.