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A practical, parent-focused workshop designed for the teenage years - a time of growing independence, new environments, and increased risk-taking. This session helps you feel confident supporting your teen through a wider range of real-life situations, from injuries and illness to more complex emergencies. You’ll learn how to respond with clear, calm guidance you can actually use - real-life first aid for real-life parenting.

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Emma Jones is a SEND consultant, SpLD teacher and Associate Lecturer in Education. She delivers inclusion and neurodiversity training to health and social care professionals and is a trustee for Space4Autism. Her work focuses on improving social understanding and advocacy for neurodivergent people. Emma is passionate about inclusion and ensuring every child's right to a high-quality, enjoyable and relational education. I quit my job as a mainstream class teacher and SENDCo for many reasons, but by far the greatest was the feeling that I was always failing children. I was trying to put out the fire from within the house. I couldn’t defend children against a failing system whilst I was still part of it. So, I branched into SEND roles that allow me to have a wider systemic impact, alongside teaching roles that let me support children as individuals. Whilst in school, I fought desperately to stop children getting lost in the system. Many found their way with the right support, but a few still stand out as particularly heartbreaking because of the extent to which the system made them look broken, when it was that same system at fault. It has always fascinated me how we, as adults, naturally gravitate towards different careers, lifestyles and environments. Some people thrive in offices, but others couldn't imagine anything worse. Some need constant variety, whilst others love routine. Some build things with their hands, and others spend their days analysing data. We accept these differences as perfectly normal. In fact, society depends on them. Yet when it comes to children, we often expect the opposite. We place them in the same environment, ask them to learn the same things, in the same way and at the same pace, then wonder why some flourish while others struggle. The same contradiction exists in the way we think about movement and behaviour. Adults fidget, doodle during meetings, make endless cups of tea and wander over to colleagues' desks because that's how many of us regulate our attention. Some choose physically demanding jobs because sitting still all day would drain the life out of them. Yet children are often expected to remain seated for hours, and some are punished for responding to the same needs we quietly accommodate in ourselves. Our curriculum reflects a similar desire for uniformity. There is, of course, value in ensuring every child leaves school with a broad foundation of knowledge. Literacy, numeracy and a shared understanding of the world open doors and help people participate fully in society. But beyond that, it becomes harder to justify expecting every child to learn the same things, at the same time, in the same way, regardless of their experiences, interests or developmental stage. As adults, we're usually comfortable acknowledging that we're all different. We know our strengths, our weaknesses and the environments in which we do our best work. Yet when we assess children, those differences often become deficits rather than differences. When we combine all these layers of standardisation, we create a system in which some children have little chance of thriving, despite the extraordinary efforts of the adults around them. I've seen exceptionally talented children spend hours in interventions designed to close gaps, when the system had simply failed to recognise where they already excelled. I've seen children labelled as underachieving when they were developing at a different, but equally valid, pace. The hardest cases are those who struggle not only academically but socially and emotionally. Again, these children are often offered interventions to fix them when they were never the problem. They are fish out of water and their flailing is inevitable. Of course, interventions absolutely have their place. Helping a child develop literacy, communication or social understanding can transform their opportunities, provided that support is delivered in a child-centred, inclusive way. Educators work incredibly hard to give children the best possible chance. But I often wonder how much easier life would be if we spent less time changing children to fit the system, and more time changing the system to fit children. There was one conversation I had repeatedly with several families in my time as SENCo: "Will my child always struggle like this?" a parent would ask. "No," I would say. "I genuinely don't think they will." "I think they'll leave school, find an environment that values the way they think, and realise they're actually very good at something. They'll find people who appreciate them, work that suits them and a place where their strengths make sense." I believed that every time I said it. The difficult part was knowing that, before they reached that point, they still had years left in a system that often measured them by how closely they resembled everyone else. This all sounds extremely negative, but recognising this problem also points us towards a solution. Rather than asking only how we can help a child pass their Year 6 SPaG test or achieve a particular GCSE grade, we should spend more time asking a different question: Where is this child trying to go? Not because childhood is simply preparation for adulthood. It isn't. Children's lives matter now. Their friendships, interests, wellbeing and sense of belonging are every bit as important as the people they'll become. But school was never meant to be the destination. The curriculum, assessments and qualifications are vehicles. They are tools that help children travel. Sometimes they're exactly the right vehicle. Sometimes they need adapting. Sometimes another route will get a child much further. If we mistake the vehicle for the destination, we end up measuring children by how well they fit school, rather than asking whether school is helping them become who they are. For some children, the most useful route will be an academic one leading to university. For others, it might involve vocational learning, creative pathways, supported employment, entrepreneurship or skills that don't fit neatly into a national curriculum. Some children need alternative ways to communicate what they know. Others need more time. Others simply need adults who can see beyond the next assessment point. The destination is different for every child. School is the vehicle, not the destination. Our responsibility isn't to produce children who fit one narrow definition of success. It's to build an education system flexible enough to help every child travel towards a future that is uniquely their own. Connect with Emma here: Linked In: www.linkedin.com/in/emma-jones-322a77166 Website: https://www.brighterdayseducation.co.uk/

Lucie Wheeler is a Research Fellow at Anglia Ruskin University and Founder of RECAP. She is currently leading the pre-pilot phase of Unlocking Heritage, a collaborative project with English Heritage and Anglia Ruskin University exploring how heritage sites can better engage and support home educating families. When people hear the word research, they often imagine surveys, statistics and long reports. But some of the most valuable research begins with something much simpler. Listening. Over the past few weeks, I've had the privilege of travelling to Carlisle, Scarborough and Corbridge to meet home educating families as part of the pre-pilot phase of my latest research project, Unlocking Heritage. Working in partnership with English Heritage and Anglia Ruskin University, the project aims to explore how heritage sites can become more welcoming, accessible and meaningful for home educating families. At this stage, we haven't started the research pilot project - we're still seeking funding outcomes to deliver the full pilot later this year. These visits were part of what we have called the pre-pilot phase - listening before designing. Starting with the people who matter - Home Educating Families One of the biggest mistakes organisations can make is assuming they already know what people need. It's easy to think that because you've worked with families before, or because something works well for schools, it will naturally work for everyone else. Home education challenges that assumption. Every family I spoke to was different: Different educational philosophies. Different reasons for home educating. Different children's interests. Different support needs. And yet, despite all of those differences, some remarkably consistent themes emerged. It isn't about creating "special" heritage experiences Very few families asked for completely new activities. Instead, they asked for more flexibility. They wanted heritage organisations to understand that home education doesn't usually happen according to a timetable or a curriculum plan. One parent summed it up perfectly when explaining why booking educational visits weeks in advance can be difficult: "We don't know what our children will be interested in six weeks from now." For many home educating families, learning follows curiosity. A child's fascination with Romans, castles or archaeology might last a weekend - or six months. Being able to respond to those interests is one of the strengths of home education. Current booking systems don't always make that easy. Heritage is about much more than history Another thing that really stood out was how families described their visits. They weren't talking about ticking off curriculum objectives. Their visits were about about spending time together, building memories, exploring, asking questions, running around and playing. "Children don't want to just be learning all day." Learning doesn't only happen when someone is being formally taught. Children learn through climbing castle walls (or wishing they could!), pretending to be knights, dressing up, asking impossible questions and noticing tiny details that adults often overlook. Learning and enjoyment aren't opposites. They're often the same thing. The children had some of the best ideas Whenever adults are asked about improving services, we naturally hear adult perspectives. One of my favourite parts of these visits was asking children what they thought. Their ideas were imaginative, practical and wonderfully honest. They wanted: More dressing up. Archery. Treasure hunts. Climbing opportunities. More people in historical costume. Places where history felt alive. One child suggested: "The dead people should come alive and guide us around the castle." I absolutely loved that! Behind the humour is a really important message though... children want immersive experiences. They don't just want to be told history. They want to feel part of it. Small changes can make a big difference Some of the most powerful discussions centred around inclusion. Parents spoke about booking systems that unintentionally reflected school assumptions. Others talked about having children of different ages, making age-restricted activities difficult to access. Families of autistic children described both brilliant examples of inclusive practice and experiences that left them feeling excluded. One parent shared how a member of staff quietly handed them a sensory bag without drawing attention to their child. "No fuss," they said. "It made all the difference." Inclusion isn't about expensive resources, it's about understanding and feeling seen. Listening before leading And actually, my biggest takeaway wasn't about heritage at all. It was about research. As researchers, we can spend months reading literature, analysing policy and reviewing existing evidence. And yes, that is important. But nothing replaces sitting down with people over a cup of coffee and asking: "Tell me about your experiences." Many of the conversations I had confirmed things I'd read. Others completely challenged my assumptions. That's exactly what good research should do! What happens next? The community listening visits have already shaped the funding application for the main pilot. Ideas shared by families have directly influenced proposed activities, staff training, resources and project design. If funding is successful, the next phase will include a national survey, focus groups and co-produced activity workshops with families and English Heritage staff. The aim isn't to create new activities, it's to develop a better understanding of how heritage organisations can work alongside home educating communities to make historic places feel welcoming, flexible and relevant. If there's one thing these visits have taught me, it's this: The answers don't always sit in policy documents or academic journals. Sometimes they come from a child who wants Romans to come alive. Or a parent explaining why flexibility matters. Or a family simply saying they want heritage sites to be places where they can learn, explore and belong together. And that's exactly why listening should always come first. Thank you to all the families who spoke with me as part of my visits - your stories are what shapes this work! If you are a home educating family in England and you want to hear about how you can get involved when the pilot goes live, pop your email on this form and I will be in touch: https://forms.gle/o6ek4LdfyZc7XpMz7

Bekah Gear is a senior lecturer and practitioner‑researcher whose work sits at the intersection of both children’s agency and practitioner agency. She is passionate about research that grows from real practice, which values the everyday decisions, dilemmas, and possibilities that shape children and young people's experiences. Her work champions practitioners as researchers and positions practice as a powerful driver of meaningful research and change. Independence, curiosity and childled learning are often described as cornerstones of best practice within early childhood practice. Yet, sometimes when we pause and look closely at our children’s outdoor experiences, we see how easily these principles can be constrained by adult routines, riskaverse language and the way environments are organised. The Outdoor Agency Toolkit, developed through a ClosetoPractice (CtP) (BERA 2018) inquiry at Nottingham Trent University, was created to help practitioners, leaders and childminders rethink their outdoor provision. While it is underpinned by research and theory, its strength lies in being practical, adaptable and rooted in our children’s lived experiences. Keeping Experience at the Forefront One of the most important reminders the toolkit offers is that children are not unequally able but unequally experienced. Their hesitations outdoors, whether that be avoiding climbing, messy play or certain equipment, are certainly not deficits, but reflections of the experiences and messages they have absorbed at home and in early childhood settings. By keeping experience at the forefront of our practice, we can respond with empathy, scaffold confidence and gradually widen opportunities. The toolkit provides tools to help practitioners notice these patterns and plan responsively, ensuring outdoor provision honours the diverse backgrounds children bring with them. Practical Tools for Everyday Use The toolkit is designed for immediate application across different contexts, from large nurseries to small childminding or even home environments. It includes: PhotoVoice Tools – giving children cameras to capture what they value or avoid outdoors, helping practitioners see the environment through children’s eyes. RiskPositive Practice Pack – language prompts that reframe risk as part of learning, encouraging children to assess and manage challenge rather than avoid it. Adult Role Cards – supporting practitioners to adopt roles such as facilitator, colearner, observer and risk supporter. Environmental Enhancers – practical ideas for making spaces choicerich, openended, flexible and designed for independence. Home–School Alignment Materials – helping families understand the importance of independence and manageable risk, reducing mixed messages for children. These resources are not prescriptive checklists but reflective lenses, encouraging practitioners to adapt them to their own settings and revisit them over time. Bridging Policy and Practice Recent revisions to the EYFS Framework (DfE, 2024) and Development Matters (DfE, 2023) now make no explicit reference to agency. This risks a disconnect between policy and practice, narrowing provision towards outcomes and compliance rather than autonomy and exploration. The toolkit aims to help practitioners bridge this gap by keeping the lived experiences of children experiences at the centre. It offers a way to reclaim agency as a lived entitlement, ensuring that outdoor spaces remain places of confidence, independence and possibility, even when policy language is silent. For practitioners in nursery and school settings, the toolkit strengthens reflective practice by encouraging them to pause, step back, observe and notice the subtle messages their language and routines may be sending. For childminders, who often balance intimate homebased environments with outdoor play, it offers practical strategies to celebrate independence, encourage manageable risk and create spaces where children’s voices shape their experiences. Grounded in ClosetoPractice research, the toolkit ultimately bridges theory and everyday action, making research meaningful and accessible for all professionals. Most importantly, it supports a culture of agency, gently reminding us that children flourish when we trust them to take risks, make choices and influence their environment. A Call to early childhood practitioners Outdoor spaces are not inherently liberating; they become liberating when adults adopt a stance of trust, curiosity and responsiveness. The Outdoor Agency Toolkit is an invitation: to listen more closely, to step back more often, and to trust more deeply in children’s capabilities. By keeping experience at the forefront of what we do, and by recognising that children are differently experienced rather than differently able, we can ensure that every child’s outdoor journey is one of confidence, independence and agency. The toolkit is freely available to download via Nottingham Trent University. https://www.ntu.ac.uk/study-and-courses/academic-schools/social- sciences/working-with-nottingham-institute-of-education/research- degrees/reimagining-outdoor-learning Rebekah Gear Senior Lecturer at Nottingham Trent University References 1. BERA, 2018. Close to practice educational research: A BERA statement. London: British Educational Research Association. Available at: www.bera.ac.uk/publication/bera-statement-on-close-to-practice-research [Accessed 15 April 2026]. 2. Department for Education, 2023. Development matters. Available at: https://www.gov.uk/government/publications/development-matters--2 [Accessed 15 April 2026]. 3. Department for Education, 2024. Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. Available at: https://www.gov.uk/government/publications/early-years- foundation-stage-framework--2 [Accessed 15 April 2026].

Discover the Jargon Buster to simplify complex terms. Our Jargon Buster helps you understand educational research effortlessly. Visit now! Jargon Buster Making Research Simple Research can feel full of confusing words and complicated phrases. Our Jargon Buster is here to change that. We’ve taken the most common terms usually found in education, child development, parenting and research and explained them in plain, everyday language so parents and families can quickly understand what they mean without needing a dictionary. Whether it’s acronyms, academic jargon, or big theories, this page breaks it down so you can see what the research is really saying and why it matters for families like yours. Because good information shouldn’t feel out of reach - it should be clear, simple, and useful. 💡 Got a word you’d like us to explain? Use the button below to send it in, and we’ll add it to our Jargon Buster. Submit a word Anonymity Keeping people’s names and personal details out of research findings, so no one knows who said what. Attachment Attachment is the emotional bond a child builds with the important adults who care for them. These relationships help children feel safe, loved, and supported. Autonomous Learning Autonomous learning is when a child has more freedom to take the lead in their own learning. Their interests, curiosity, and choices help shape what, when, and how they learn. Bias When results are unfairly influenced by something (for example, if only one type of family is asked, the findings might not apply to everyone). Case Study A detailed look at one person, family, or small group to understand their experiences in depth. Correlation When two things seem linked (like more screen time and less sleep), but it doesn’t always mean one causes the other. Co-regulation Co-regulation is when a calm, supportive adult helps a child manage their emotions. Before children can regulate their emotions on their own, they often need help from a trusted adult. Conclusion The main message or “takeaway” from the research - what the study shows overall. Consent When someone agrees to take part in research, knowing what it involves. Parents often give consent for their children. Control Group A group in an experiment that doesn’t get the new thing being tested, so researchers can compare results fairly. Confidentiality Making sure any personal information given to researchers is kept private and not shared with others. Data The information researchers collect — this could be numbers, stories, answers to questions, or observations. De-registration De-registration is when a parent removes their child from the school register. In England, this usually means the parent takes responsibility for their child's education, often through home education. Dysregulation Dysregulation is when someone becomes overwhelmed and struggles to manage their emotions, behaviour, or reactions. Ethics The rules researchers follow to make sure people are treated fairly, safely, and with respect. Executive Function The set of mental skills that help us plan, focus, remember things, manage emotions, and get tasks done. It’s like the brain’s “management system.” Findings / Results What the researchers discovered after looking at all the information they collected. Funding The money that pays for research - often from charities, universities, or government. Focus Group A small group of people brought together to talk about a topic, so researchers can learn from their discussion. Generalise When findings from a smaller group (sample) are used to say something about a larger group. Hypothesis A researcher’s “best guess” or idea they want to test. It’s like saying, “I think this might happen, let’s check.” Interview A one-to-one conversation where a researcher asks questions to understand someone’s thoughts or experiences. interoception Interoception is our ability to notice and understand what is happening inside our body. It helps us recognise signals like: hunger, thirst, tiredness, needing the toilet, feeling anxious etc Literature Review A summary of what other studies have already said about a topic, before starting new research. Limitations The things that might affect how much we can trust or apply the findings (like a small sample size). Longitudinal Study Research that follows the same people over a long time to see how things change. Masking Masking is when someone hides or changes their natural behaviours to fit in with other people or avoid standing out. It is often discussed in relation to autistic and neurodivergent people. NEET NEET stands for Not in Education, Employment, or Training. It describes a young person who is not currently studying, working or taking part in training. Neurodiversity-Affirming A neurodiversity-affirming approach recognises that every child is different. Instead of asking, "How can I make my child fit in?" it asks, "What does my child need to thrive?" It focuses on understanding, acceptance, and support rather than trying to change who someone is. Observation When researchers watch what people do (for example, in a classroom or playground) to learn from real-life behaviour. Peer Review When other experts check a study before it’s published, to make sure it’s trustworthy and high quality. Provision Provision means the support, services, resources, or help that are put in place to meet a child or young person's needs. Quantitative Research that looks at numbers and facts. It tells us how many, how often, or what percentage. Think of it like counting things or measuring patterns. Qualitative Research that looks at people’s experiences, feelings, and stories. It helps us understand the why and how, not just the numbers. Questionnaire A set of written questions people fill in to share their views or experiences. Recommendation Ideas from researchers about what should happen next, based on what they found. Reliability If research is reliable, it means the results would come out the same if repeated - like a scale that gives you the same weight each time. SALT SALT stands for Speech and Language Therapy (or Speech and Language Therapist). Despite the name, SALT isn't just about talking. Speech and language therapists also support children and adults with understanding language, communication, social interaction, and, for some people, eating, drinking and swallowing. Sample A smaller group of people chosen to take part in research, which represents a bigger group (like a taste-test before making a big meal). Self Regulation Self-regulation is the ability to manage your emotions, thoughts, and behaviour. It helps us stay calm, cope with challenges, and make thoughtful choices. Survey A list of questions given to lots of people to quickly gather opinions or information. Theory An explanation or “big idea” that helps make sense of patterns researchers see in the world. Variable Something that can change in a study like age, sleep, or screen time. Researchers look at how variables affect each other. Validity If research is valid, it means it really measures what it says it’s measuring (like a maths test actually testing maths skills, not reading skills).

Discover how to get involved with RECAP's work for parents in Chelmsford, UK. Learn how you can participate and support education initiatives. Get Involved as a Parent At RECAP, parents are at the heart of everything we do. Our mission is to make research and evidence accessible, practical, and relevant to family life — and that starts with listening to you. By getting involved, you’ll help shape how research is shared, make sure it reflects real family experiences, and connect with a community that values trusted information and shared understanding. 💬 Join the RECAP Parent Panel Our Parent Panel brings together parents and caregivers from a wide range of backgrounds to share insights, experiences, and honest feedback. As a panel member, you can: Take part in short surveys or online discussions about family life and parenting topics Review upcoming RECAP content to ensure it feels relevant and accessible Help shape future projects, resources, and events Be part of a community influencing how research reaches families You don’t need to be an expert — just a parent or caregiver with lived experience and a willingness to share your thoughts. 🎙 Share Your Story We know that behind every piece of research are real people and real stories. If you have personal experiences or reflections connected to topics we cover — from education and wellbeing to relationships and health — we’d love to help you share them. You can contribute by: Taking part in a podcast episode or video feature Writing or co-authoring a short parent perspective piece Joining a panel discussion with researchers or practitioners Your story could help others feel seen, supported, and informed. 🧠 Attend a Webinar or Event We regularly host free and low-cost webinars on topics that matter most to families — from mental health and learning to digital wellbeing and parenting confidence. By taking part, you’ll: Hear directly from researchers and practitioners Gain practical, evidence-based tips for family life Be part of a community of curious, reflective parents 💡 Ready to Get Involved? Whether you’d like to join the Parent Panel, share your story, or simply find out more about how RECAP works with families — we’d love to hear from you. ✨ Let’s chat about how you can take part! Book a free 30-minute call with our team to explore how your experiences can help shape RECAP’s work. 👉 Book your free chat here Or simply complete the form below Together, we can build stronger connections between research and real family life and make sure parents’ voices are at the centre of it all. Contact Like what you see? Get in touch to learn more. First Name Last Name Email Message Send Thanks for submitting!

Discover Sarah Sudea's expertise as an advisory board member at our Education Research Center in Chelmsford, UK. Learn more about Sarah Sudea. Sarah Sudea Founder, Finding the Flex Research Panel Sarah Sudea is a former secondary school teacher, mum to three daughters and founder of Finding the Flex: a social enterprise aiming to widen access to flexischooling for UK school children. Finding the Flex was borne from her first hand experience of the benefits of a more flexible approach to education and her frustration that flexischooling is already an available option, life changing for some children, but routinely misunderstood and overlooked by local authorities and school leaders. Finding the Flex now helps local authorities and schools offer flexischooling, so every child can thrive in education. Sarah is keen to support RECAP's endeavours to raise awareness of educational options that are often little known about. She brings her experience as a teacher, parent and family coach, specialising in school attendance difficulties.