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Veronica Williams Veronica is a Freelance Artist Educator who runs Home Ed Creatives (LIVE Online Art Classes). She also collaborates with Charities and Businesses to offer Creative Workshops. She Home Educated her two sons up until the ages of 14 & 17. Both are now at University. Children are born with a remarkable gift of being curious .  As parents you are likely to be familiar with questions children frequently ask: “What is happening?” “Where are you going? “Why do I have to go to bed?” Curiosity begets creativity.  Great art, products, inventions and discoveries are creative works sparked by a sense of curiosity by humans. The challenge today is ensuring that our children who are growing up as Digital Natives, stay curious and continue to have their creativity nurtured, Here three simple yet impactful ways that you can help nurture your child’s creativity.  1.      Stay Curious “Creativity takes Courage” Henri Mattisse (1869 -1954), French Visual Artist It takes courage to see things differently; especially as we get older.  Young children however, are natural explorers. If you need a reminder, try giving a young child a wooden spoon and a saucepan and see what happens. Stay curious with your child. Ask questions in an age appropriate way and discover things together. Doing it with Art materials is a great way to start. It can be as simple as saying, “I wonder what happens when I mix some blue paint with yellow paint.” If painting feels intimidating, start with crayons or colour pencils. Remember no one is expecting you to produce a masterpiece - you are encouraging curiosity which underpins creative thinking. 2.      Prioritise Creativity “Creativity is as important as literacy, and we should treat it with the same status.” Sir Ken Robinson (1950 - 2020), Author, Speaker and International Advisor on Education We enjoy creativity through the timeless stories, plays and movies we love. With the increasing presence of AI permeating our lives; Sir Ken Robinson’s words ring louder than ever. Children's books are a great way to start.  The next time you read a book with your child, look at the illustration on the front and back cover.  Notice how the title is designed - it’s size, colour and spacing.  Are there drawings of the main characters?  Ask your child why he thinks the illustrator has chosen to draw it in that way. The same type of questions can be done over breakfast with a Cereal box or even when you are out and about as you look at different signs.  Taking steps to prioritise creativity and deliberately weaving it in our times with our children regularly will help nurture their creativity. 3. Explore local resources “When in doubt go to the library.” J. K. Rowling, Harry Potter and the Chamber of Secrets. Your local library might not be as enchanting as the Hogwarts Library but it can be a treasure trove of inspiration.  I personally love going to the non-fiction section and looking through books on Visual Arts and Crafts.  These books are like portals to famous Artists Studios and sketchbooks.  There is no need to read from cover to cover. Just leafing through the images with your child might spark their interest.  Your library might also run Art classes or have a notice board about things that are happening in the local area - perhaps a local Art Club is putting up an exhibition.  In some cities, libraries have a local Museum in the same building. Apart from Libraries, there might be National Trust or English Heritage site nearby which might have education packs and activities for children. For older children, consider taking sketch book and some pencils for your child and to do observational sketching. Whenever I have done this with children, I am often pleasantly surprised by the amount of positive comments by other visitors about seeing children draw in public. Nurturing creativity is a vital practice that promotes overall well-being not just in children but adults.  By taking steps to help nurture  creativity in our children today, we are contributing towards building their confidence and resilience as they mature into adulthood.

Group photograph of the research team in Indonesia This research team is made up of 11 researchers between England and Indonesia: Poppy Gibson, Lecturer in Education, The Open University Sarinova ​Simandjuntak (Associate Professor), Anglia Ruskin University ​Christianus I Wayan Eka Budiartha, Sampoerna University, Jakarta Herdiana Hakim, Sampoerna University, Jakarta Arkhadi Pustaka, Sampoerna University, Jakarta Anak Agung Ngurah Perwira Redi, Sampoerna University, Jakarta Ade Iva Murty, Lecturer in Psychology, Sampoerna University Sarah Wall (Senior Lecturer) Anglia Ruskin University and (Practitioner Tutor) University of Birmingham Saskara B’tari Chedana, Sampoerna University, Jakarta Gabriele Teresa Budiarto, Sampoerna University, Jakarta Elvina Binu, Anglia Ruskin University Did You Know? ➤ 52% of Indonesian respondents in our survey said they had not heard of the term ‘neurodiversity’ before. ➤ Among those who said yes, only 84.3% had the correct understanding of what neurodiversity is. ➤ This suggests only about two out of five people in Indonesia understand neurodiversity. What was the research looking at? These statistics encouraged a team of researchers, led by Dr Sarinova Simanjuntak, to take action and design a research project to bring together universities in the United Kingdom and Indonesia to exchange knowledge around neurodiversity and share best practice. This project is funded by the UK Department for Science Innovation and Technology, in partnership with the British Council. The overarching aim of the study is to create and develop sustainable support frameworks to better meet the needs of our neurodiverse students. How did you conduct your research? ➤ The project involved literature reviews and policy reviews. ➤ There were two key events: one in Cambridge, UK (November 2024) and one in Jakarta, Indonesia (June 2025). ➤ The project also involved online quantitative surveys and qualitative interviews to understand opinions and experiences and to collect best practice in the classroom. What are your key findings? ➤ A large part of inclusion comes back to the language we use, however; even the terms ‘intervention’ or ‘support’ implies a deficit for neurodivergent learners. ➤ The way we use language such as ‘acceptance’ as opposed to ‘awareness’ is also key in dissolving stigma around neurodivergent conditions. ➤ This change can destigmatise the condition, allowing autistic individuals to share their experiences on their own terms. ➤ We have also found that there are pockets of very good practice happening across both the UK and Indonesia; our project highlights these and will present them as a best practice framework later this year.   Any recommendations? ➤ It is important to reflect that educational institutions are still in the learning phases of how best to support neurodivergent students and staff, and part of the complexity of this comes from the wide range of conditions and behaviours that can be classed as ‘neurodivergence’.   ➤ Schools, colleges and universities are, whilst in their quest to nurture and guide each learner, fundamentally bound by funding restrictions, assessment expectations, and staff limitations. ➤ As this international project highlights, each country and culture has its own understanding of neurodivergence and neurodiversity; learning from each other is the best way forward. Your final word … The best we can do is keep making space for these conversations and to gather lived experiences of neurodivergent learners and educators to understand and share best practice. Will we ever  have a global approach to supporting neurodivergent learners? The team have published the following: Understanding and Supporting Neurodivergence around the World - Nexus Education Recommended reading ADHD Foundation. (2024, October 28). Latest government news on support for Neurodivergent Children and young people . Available at https://www.adhdfoundation.org.uk/2024/10/28/latest-government-news-on-support-for-neurodivergent-children-and-young-people/#:~:text=Key%20points%3A,support%20to%20those%20with%20diagnoses   Wijayanti, S., & Utami, I. P. T. (2022). Representasi Karakter Autis Dalam Film-Film Indonesia  [Representation of Autistic Characters in Indonesian Films]. WIDYAKALA JOURNAL: JOURNAL OF PEMBANGUNAN JAYA UNIVERSITY , 9 (1), 27-35. Yuliartini, N. P. R., Darayani, N. M. C., & Pratiwi, K. C. L. (2023) Legal Protection for Persons with Disabilities in Indonesia in the Perspective of Human Rights. Universitas Pendidikan Ganesha. Singaraja. Indonesia.

Exam time can be stressful – not just for children, but for parents too. As a parent, it's natural to want your child to succeed, but it's just as important to help them manage the pressure. Stress can affect sleep, mood, concentration, and even physical health. The good news is, there are simple, research-backed ways to support your child at every stage of their education. Here’s how you can help – whether they’re in primary school, secondary school, college, or university. Primary School (Ages 5–11): Building Exam Confidence Early In the UK, primary school children take SATs in Year 2 and Year 6. While these tests help assess learning progress, they shouldn't feel overwhelming. At this age, children often worry about pleasing adults or fear getting things “wrong”. What You Can Do: Keep it in perspective:  Reassure them that tests are just a way to show what they’ve learned, not a measure of their worth. Focus on effort, not results:  Praise how hard they’ve tried rather than whether they got everything right. Make learning fun:  Use games, storytelling, or apps to revise in an engaging way. Stick to routines:  Regular sleep, healthy meals, and outdoor play help with focus and wellbeing. Watch for signs of stress:  Tearfulness, tummy aches, or reluctance to go to school can be signs your child is anxious. Research tip:  According to the Education Endowment Foundation, a calm, predictable home environment helps young children feel secure and ready to learn. Secondary School (Ages 11–16): Supporting the Teen Years Secondary school students face bigger exams like GCSEs. Peer pressure, social media, and future worries can all add to the stress. What You Can Do: Help them plan:  Work together on a revision timetable. Small chunks of study with breaks are more effective than cramming. Offer a quiet space:  Make sure they have somewhere peaceful to revise, free from distractions. Talk – but don’t push:  Let them know you’re there if they want to talk, but don’t force it. Teens often open up more in low-pressure situations (like in the car or while cooking). Limit screen time near bedtime:  The NHS recommends avoiding screens for at least an hour before sleep to improve rest. Encourage healthy coping habits:  Exercise, hobbies, and time with friends are not a “waste of time” – they help the brain reset and improve memory. Research tip:  Studies from the Mental Health Foundation show that emotional support from parents helps reduce anxiety in teens during exam periods. College (Ages 16–18): Encouraging Independence At this stage, students take A-levels, BTECs, or other qualifications. The pressure to get into university or secure apprenticeships can feel intense. What You Can Do: Be a sounding board, not a manager:  Encourage them to take ownership of their studies, but be available to listen or help problem-solve if they’re struggling. Check in without judgement:  “How’s revision going?” is better than “Have you revised enough?” Normalise asking for help:  Many colleges offer wellbeing support or counselling – remind them it’s okay to use it. Be realistic with expectations:  Focus on doing their best, not perfection. Celebrate progress, however small. Promote balance:  Make sure they’re eating well, getting rest, and taking breaks. Burnout helps no one. Research tip:  According to UCAS and YouthSight research, students who feel supported at home are more likely to stay motivated and positive during exam times. University (Ages 18+): Supporting From a Distance University students often face end-of-year exams or dissertations. While they may no longer live at home, your role as a parent is still valuable. What You Can Do: Stay connected:  Regular texts, calls, or care packages can show you’re thinking of them without being overbearing. Encourage self-care:  Sleep, nutrition, and time off are just as important now as they were in primary school. Don’t downplay their stress:  Even if you’ve been through uni yourself, each generation faces new challenges. Listen first, advise second. Know the signs of burnout:  If they seem withdrawn or overwhelmed, encourage them to speak to their university’s wellbeing services – all UK universities have support teams. Celebrate effort, not just outcome:  Remind them it’s okay to feel uncertain – this stage of life is full of change. Research tip:  A 2023 report from Student Minds found that regular parental support – even from afar – helps students feel less isolated and better able to manage academic pressures. Final Thoughts No matter your child’s age, your support makes a difference. Exams are important, but they’re not everything. Teaching your child how to manage stress, take care of their mental health, and keep perspective will serve them far beyond test day. Remember: it’s not about being perfect – it’s about being present.

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 research terms and explained them in plain, everyday language so parents and families can quickly understand what they mean without needing a dictionary. Whether it’s numbers, interviews, 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 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. 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). Data The information researchers collect — this could be numbers, stories, answers to questions, or observations. Hypothesis A researcher’s “best guess” or idea they want to test. It’s like saying, “I think this might happen, let’s check.” Variable Something that can change in a study like age, sleep, or screen time. Researchers look at how variables affect each other. Control Group A group in an experiment that doesn’t get the new thing being tested, so researchers can compare results fairly. 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). Correlation When two things seem linked (like more screen time and less sleep), but it doesn’t always mean one causes the other. Longitudinal Study Research that follows the same people over a long time to see how things change. Peer Review When other experts check a study before it’s published, to make sure it’s trustworthy and high quality. 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. 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). Ethics The rules researchers follow to make sure people are treated fairly, safely, and with respect. Consent When someone agrees to take part in research, knowing what it involves. Parents often give consent for their children. Anonymity Keeping people’s names and personal details out of research findings, so no one knows who said what. Confidentiality Making sure any personal information given to researchers is kept private and not shared with others. Case Study A detailed look at one person, family, or small group to understand their experiences in depth. Focus Group A small group of people brought together to talk about a topic, so researchers can learn from their discussion. Survey A list of questions given to lots of people to quickly gather opinions or information. Observation When researchers watch what people do (for example, in a classroom or playground) to learn from real-life behaviour. Questionnaire A set of written questions people fill in to share their views or experiences. Interview A one-to-one conversation where a researcher asks questions to understand someone’s thoughts or experiences. Findings / Results What the researchers discovered after looking at all the information they collected. Conclusion The main message or “takeaway” from the research - what the study shows overall. Recommendation Ideas from researchers about what should happen next, based on what they found. Theory An explanation or “big idea” that helps make sense of patterns researchers see in the world. 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). Generalise When findings from a smaller group (sample) are used to say something about a larger group. Funding The money that pays for research - often from charities, universities, or government.

This accredited qualification provides theoretical and practical training in First Aid techniques that are specific to infants aged 0 to 1, and children aged from 1 year old to 18 years old.   Learners will become familiar with the role of the paediatric first aider and be able to assess and react appropriately to an emergency situation, such as a child or an infant who is unresponsive, has an airway obstruction or is suffering from shock. Paediatric 12 hour infant & child First Aid Level 3 Enquire today This accredited qualification provides theoretical and practical training in First Aid techniques that are specific to infants aged 0 to 1, and children aged from 1 year old to 18 years old. Learners will become familiar with the role of the paediatric first aider and be able to assess and react appropriately to an emergency situation, such as a child or an infant who is unresponsive, has an airway obstruction or is suffering from shock. Topics also included are wounds, fractures, dislocations, injuries to the head, neck, back, eyes, ears or nose, poisoning, bites or stings and electric shock. This qualification consists of two units and is provided over a period of 2 days with a minimum contact time of 6 hours per unit. Our Paediatric courses meet the latest learning outcomes laid down by the Awarding Organisations. This qualification fully meets the requirements set out by OFSTED and the Early Years Foundation Stage. To comply with current requirements in the childcare sector, you must take this qualification again after three years. We also offer Refresher courses as well as Emergency Paediatric First Aid (EPFA) and Paediatric First Aid for Nannies & Au Pairs. For more information, please contact us. *prices correct as of June 2024 and are quoted for courses booked within the Basildon, Billericay, Braintree, Brentwood, Chelmsford, Colchester, Wickford, Witham and immediately surrounding areas. Locations outside of this area will incur an additional charge* 1 Duration Paediatric First Aid (PFA) level 3 is delivered face to face over 2 days, a total of 12 hours learning time. This can be reduced to 1 day face to face and 1 day online when combined with the blended learning option. 2 How are you assessed? Assessment for this course is carried out in two ways: skills assessment and end of course exam. Throughout the course your instructor will observe learners as they carry out skills assessments. These are completed by participating in demonstrations and using specialised first aid equipment. At the end of the course the instructor will provide learners with a QR code (or link) which will take the learner to a short online exam. Upon completion, learners will be qualified and will receive a digital certificate. This will be valid for 3 years. 3 Awarding Body Regulated qualifications (RQF) are awarded through TQUK. 4 Price 2 day face to face course (12) hours: £175.00 per person Blended option (1 day face to face and 1 day online): £130.00 per person For group bookings please contact us as group discount rates apply.

The ProTrainings Emergency First Aid at Work Level 3 (VTQ) qualification (EFAW) is ideal for most businesses whose risk assessment has identified that there is no requirement for a fully trained first aider for their workplace. All courses are delivered, evaluated and quality assured to meet the new guidelines set out by the HSE in October 2017 and meet the requirements of the First Aid at Work (First Aid) regulations 1981 and subsequent 2016 changes. Emergency First Aid at Work (EFAW) Level 3 Enquire today The ProTrainings Emergency First Aid at Work Level 3 (VTQ) qualification (EFAW) is ideal for most businesses whose risk assessment has identified that there is no requirement for a fully trained first aider for their workplace. All courses are delivered, evaluated and quality assured to meet the new guidelines set out by the HSE in October 2017 and meet the requirements of the First Aid at Work (First Aid) regulations 1981 and subsequent 2016 changes. The SIA will accept this training certificate for those seeking employment in the door supervision and security guard sector. All our first aid courses fully meet the UK and European Resuscitation Council Guidelines 2021 as per the HSE requirements. ProTrainings Vocational Training Qualifications (VTQ) are fully recognised by the HSE as Trade Body Qualifications. This course must be at least 6 contact hours and run over a minimum of 1 day and the certificate is valid for 3 years. We also offer Re-Qualification and Refresher training, as well as tailored EFAW for those working in a forestry environment or a school setting. For more information, please contact us. *prices correct as of June 2024 and are quoted for courses booked within the Basildon, Billericay, Braintree, Brentwood, Chelmsford, Colchester, Wickford, Witham and immediately surrounding areas. Locations outside of this area will incur an additional charge* 1 Duration Emergency First Aid at Work (EFAW) level 3 is delivered face to face over 1 days, a total of 6 hours learning time. This can be reduced to 1/2 day face to face and 3 hours online when combined with the blended learning option. 2 How are you assessed? Assessment for this course is carried out in two ways: skills assessment and end of course exam. Throughout the course your instructor will observe learners as they carry out skills assessments. These are completed by participanting in demonstrations and using spcialised first aid equipment. At the end of the course the instructor will provide learners with a QR code (or link) which will take the learner to a short online exam. Upon completion, learners will be qualified and will receive a digital certificate. This will be valid for 3 years. 3 Awarding Body Regulated qualifications (RQF) are awarded through TQUK. 4 Price 1 day face to face course (6) hours: £105.00 per person Blended option (1/2 day face to face and 1/2 day online): £100.00 per person For group bookings please contact us as group discount rates apply.