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Two children playfully engage in a pretend doctor check-up, using a toy medical kit on the table. Accidents happen. It's an unavoidable part of life, especially when you have children. While we can't prevent every bump, bruise, or scrape, we can   equip our children with the knowledge and skills to handle minor injuries and know when to seek help. Teaching basic first aid isn't just about treating physical wounds; it's about fostering confidence, responsibility, and a sense of care for others. Here are 5 first aid skills you should teach your children: 1. Knowing When to Call for Help (and How): This is arguably the most important skill you can teach your child. Children need to understand the difference between a minor boo-boo and a situation requiring professional medical attention. Teach them: Emergency Numbers:   Make sure they know your local emergency number (999 in the UK, 911 in the US) and how to dial it. Practice role-playing scenarios where they need to call for help. What to Say:   Teach them to clearly and calmly state their name, location, and the nature of the emergency. Emphasise the importance of staying on the line until told otherwise. When to Call:   Explain situations that warrant an immediate call for help, such as unconsciousness, difficulty breathing, severe bleeding, or suspected poisoning. Use age-appropriate examples and avoid overly frightening details. 2. Treating Minor Cuts and Scrapes: These are everyday occurrences, and your child should know how to handle them effectively: Washing Hands:   Stress the importance of clean hands before treating any wound. Cleaning the Wound:   Teach them to gently wash the affected area with clean water. Applying Pressure:   Show them how to apply direct pressure to stop bleeding using a clean cloth or gauze. Bandaging:   Explain how to apply a clean bandage to protect the wound from dirt and germs. 3. Dealing with Burns: Burns are common household injuries, and knowing how to respond quickly can minimise the damage: Cool Water:   Teach them to immediately run cool (not cold) water over the burn for several minutes. No Ice:   Explain why ice can further damage the tissue and should be avoided. Loose Bandage:   Show them how to loosely cover the burn with a sterile dressing or clean cloth (as long as there are no open sores that it will stick to). When to Seek Medical Attention:   Emphasise the importance of seeking professional help for severe burns, burns on the face, hands, or genitals, or burns that blister. 4. Recognising and Responding to Choking: Knowing what to do if someone is choking can be life-saving: Cough it Out:   Encourage them to cough forcefully if they are choking. Back Blows:   Teach them how to give back blows (for older children and adults). Demonstrate the proper technique. Abdominal Thrusts:   This technique is more complex and should be taught by a certified instructor. Consider taking a first aid course together as a family (RECAP offer bespoke first aid sessions for families - comment below for more details or see our First Aid pages here. ) 5. How and when to use the recovery position: It is important to teach children when they can use the recovery position and how to do it. Sometimes, as a child, as long as the person is breathing with no immediate threat to life like heavy bleeding, all they can do is wait for professional help to arrive. In these moments it is important to know how to safely monitor an individual. Here are some bullet point tips to share with your child about the recovery position: Check if they're okay:  Before moving the person, make sure it's safe and ask them if they're okay. If they don't answer, check if they're breathing. If they're not breathing or only gasping, you need to start CPR right away. Roll them gently:  If the person is not answering but breathing normally, carefully roll them onto their side. Be careful not to twist their neck or back. Make sure they can breathe:  Tilt their head back a little bit and lift their chin up so that air can get in. Put their arm in front:  Put their top arm in front of them like they're waving. This will help them stay on their side. Bend their leg:  Bend their top leg at the knee so they don't roll back onto their back. Keep watching them:  Keep watching their breathing until someone comes to help. If they stop breathing or their breathing changes, you need to start CPR. Call for help:  If you're alone, call for help right away after you put the person in the recovery position. Don't leave them alone:  Stay with the person until help arrives. Making it Fun and Engaging: Learning first aid doesn't have to be boring! Use games, role-playing, and age-appropriate resources to make it fun and engaging. Consider investing in a children's first aid kit and practicing together. The goal is to empower your children with the knowledge and confidence to act quickly and responsibly in case of an emergency. By teaching these 5 first aid skills, you're not just preparing them for accidents, you're preparing them for life. You can contact us for more information about our child friendly, family first aid sessions here or by commenting below. A young girl is playing doctor with her stuffed toy, using a red medical kit to examine a plush animal in a cozy, play-filled room.

Shingi Kandi Shingi is a PhD student conducting research on embedding outdoor learning in special schools for pupils with complex, severe, profound multiple learning disabilities (CSPMLD) in England. He is knowledgeable through lived experience and studies in areas of safety and inclusion for those with disabilities, Black and minority ethnic (global majority) and young people. Prior to his current PhD position, Shingi worked as a full-time teacher in prison education for the HMP Prison Service. In addition to this, he has worked as a residential support worker to children with disabilities, receiving an award for showing outstanding commitment to providing the best care to young people. Shingi completed an MSc dissertation based on support for ethnic minority entrepreneurs, and received a Reverend Jesse Jackson Award for promoting integration on campus, at De Montfort University in Leicester. Did You Know? ➤Recently, a high number of children are growing up detached from the outdoors than any earlier generation spending more time inside buildings. ➤Statistics viewed in the United States of America highlight that only 24% of pupils reach the endorsed 60 minutes of physical activity per day and less than 7.5% of schools provide physical activity breaks beyond physical education and recess. ➤The trending indoor lifestyle, similar to being in a classroom, contradicts Outdoor Learning which has been the norm through human history, and can be linked to poor mental health. ➤ Research discovered positive effects such as improved wellbeing and independence with children who participated in Outdoor Learning What was the research looking at? This research investigated how Outdoor Learning is used in selected special schools across England and the effects of Outdoor Learning linked to the well-being and development of pupils with complex, severe, profound, multiple learning disabilities (CSPMLD) in a primary school and how it is embedded within the school curriculum. I explored the experiences of stakeholders involved, such as the school staff involved in conducting the Outdoor Learning. How did you conduct your research? ➤ From the outset, I searched the literature for precise information tightly linked to the aims of this research. The literature review consisted of an inclusion and exclusion criteria and its purpose was to generate results with maximum relevance and impact in understanding from various studies how Outdoor Learning in the context of pupils with Complex, Severe, Profound and Multiple Learning Disabilities (CSPMLD) is being implemented in Special Schools. ➤I conducted case studies on two selected special schools across two different regions across England. ➤In these schools, I carried out semi-structured interviews with school staff and parents/guardians/carers and participatory observations on pupils with CSPMLD What are your key findings around Outdoor Learning? This is an ongoing study and I have only completed collecting all the data and transcribing the interviews. However, these are my initial thoughts around the findings: ➤What I am noticing so far from the findings is that Outdoor Learning is beneficial to most pupils with CSPMLD as they enjoy the natural environment and doing something practical. The pupils with learning difficulties and disabilities engage better with their learning when they are outdoors. ➤Some pupils find it difficult to be outdoors due to their sensory and mobility difficulties, therefore, they prefer to learn indoors. ➤ Meticulous planning and multiple staff can be required to organise an outdoor activity due to the challenges the pupils with learning disabilities experience. For example, some venues might have restricted access for wheelchair users, especially those old structures. Finite resources and risk assessments, might deter some staff from planning trips which are miles away from the school. Any recommendations? I have not completed my data analysis to give full recommendations, however, my initial thoughts so far are: ➤Although it is not mandatory from Ofsted for schools to deliver outdoor learning in primary schools onwards, it should be promoted and included more when teachers train, as outdoor is beneficial for students and school staff overall. ➤Increase resources from the local authority and other educational support intermediaries for special schools to sufficiently deliver outdoor learning with an adequate number of staff. To also have more school spaces for children with CSPMLD and schools that can meet their learning needs. Your final word … School staff should continue their Continual Professional Development (CPD) around using outdoors to engage pupils with CSPMLD in their learning and be supported with adequate resources to do this effectively. Do you think that using Virtual Reality (VR) to engage outdoors can achieve similar benefits and challenges to going outdoors physically in person for children with Special Educational Needs and Disabilities (SEND)? Recommended reading: • https://www.specialneedsjungle.com/ • https://theresehoyle.com/  • Effective Practice in Outdoor Learning if in doubt, let them out by Terry Gould. • Making the Most of Outdoor Learning by Linda Thornton and Pat Brunton. • Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), pp119-134.    • Coppola, R., Tortella, P., Coco, D and Sgro, F. (2021). How can the technology be integrated in Outdoor Movement Education for children and the youth with special needs?. JOURNAL OF HUMAN SPORT & EXERCISE. 16(2), pp.651-662. [Online]. Available at: ISSN 1988-5202 [Accessed 4 October 2022].  • De Haas, C. et al. (2022) ‘Doing Research Inclusively: Understanding What It Means to Do Research with and Alongside People with Profound Intellectual Disabilities’, Social Sciences, 11(4), p. 159. Available at: https://doi.org/10.3390/socsci11040159 .    • Imray, P., & Hinchcliffe, V. (2014). Curricula for teaching children and young people with severe or profound and multiple learning difficulties: Practical strategies for educational professionals. Routledge/Taylor & Francis Group. Available at: DOI:10.4324/9781315883298 • NIND, M. (2007) ‘Supporting lifelong learning for people with profound and multiple learning difficulties’, Support for learning, 22(3), pp. 111–115. Available at: https://doi.org/10.1111/j.1467-9604.2007.00457.x.    • Waite, S. (2020). Where Are We Going? International Views on Purposes, Practices, and Barriers in School-Based Outdoor Learning. Education Sciences. 10, p.311.    • ‘It’s Time to Recognize Climate Change as a Disability Rights Issue’ (2017) Rooted in Rights, 11 December. Available at: https://rootedinrights.org/its-time-to-recognize-climate-change-as-a-disability-rights-issue/

Dr Sarah Wall Since joining Anglia Ruskin University (ARU), Sarah has taught a range of education-based courses, predominantly those related to special educational needs and disability (SEND).  Prior to ARU, Sarah was a Specialist Teacher for social, emotional and behavioural difficulties (SEBD) and autism.  Her external work includes the University of Birmingham, Oxford Brookes, Plymouth Marjon, the University of Hull and Edgehill.  Her latest interests combine legislative, and inclusive, practice.  She has written and presented on a range of topics, both nationally and internationally, and has also been involved in work for the UK government.   N.B. The term autism spectrum disorder (ASD) is used here as this is the diagnosis on the Coventry Grid. It is not the author’s preferred term. Did You Know? ➤ The Coventry Grid (CG) helps differentiate between autism spectrum disorder (ASD) and Attachment Problems (AP). It also allows for dual recognition. ➤ The CG seeks to ‘signpost’, not diagnose. ➤ In education (with other stakeholders), the CG may allow for timely, and appropriate, educational interventions. ➤ A comprehensive picture is gained from various views: in situations where the child’s history is central to accurate diagnosis, schools can help to build trusting relationships with caregivers, enabling open and frank discussions around relevant early childhood experiences. What was the research looking at The Coventry Grid (CG) was created by the Coventry Child and Adolescent Mental Health team because they were concerned that reactive attachment disorder (RAD) and autism spectrum disorders (ASD) were being misdiagnosed.  The clinical benefits of the CG have been written about, but the CG’s use in the education sphere has not.  This research explores the CG’s use with two mainstream middle school teachers.      How did you conduct your research? ➤ Two teachers were identified to complete the CG on two pupils. ➤ Before completing the CG both teachers were trained in how to complete it by a specialist teacher for social, emotional and behavioural needs and autism spectrum disorder (ASD). The specialist teacher helped with the completion and made notes at the time. ➤ The pupils’ scores were added up and a decision was made as to whether the pupil had attachment problems (AP), or an autistic spectrum disorder (ASD), or both.   What are your key findings? ➤  Teachers can use the CG with training, experience and caregiver input.   ➤  Pupils’ needs can be effectively identified through the CG’s application in school settings, including a dual diagnosis – which is currently discouraged – of attachment problems (AP) and autism spectrum disorder (ASD). ➤  The underlying causes of autistic spectrum disorder (ASD) and attachment problems’ (AP’s) vary , but the CG’s results can help schools signpost caregivers to services.  Furthermore, they provide suitable interventions –covering multiple diagnoses – for children at the beginning of their schooling.   Any recommendations? ➤ The CG should be used by schools to support a more accurate clinical diagnosis.   ➤ The research in this field is sparse; therefore, further research with larger groups is required.   ➤ Staff training with respect to autistic spectrum disorders (ASD), attachment problems (AP) and diagnosis would benefit from investigation. Research into how differing local authorities support schools to provide for these pupils would also be apt.    Your final word … schools should train staff to use the CG, to aid diagnosis and support accurate early intervention. Have you a child who you think could have an Autistic Spectrum Condition and Attachment Problems…. if so, do their behaviours fit the CG profile?   Recommended reading: JONES, G., & MORAN, H. (2010). Clinical Observation of the Differences between Children on The Autism Spectrum and those with Attachment Problems: the Coventry Grid. Good Autism Practice   11 (22), 43-57.   Sarah has published on this subject at: Exploring the potential of the Coventry Grid: Support for Learning. 2025-02-10 | Journal article DOI:  10.1111/1467-9604.12521

Rachael Barrow is a senior teaching associate, researcher, writer and previously home educated person who has pursued an interest in the field of alternative education, sociology of education, and teaching, formally and informally, across childhood and higher educational contexts. Based at the University of Lancaster, her main area of teaching is in work and employment relations. She enjoys networking with other academics with similar interests and developing new writing projects. Did You Know ? ➤ This research provides parents with 31 home educated peoples in-depth self-reported experiences of work and employment. ➤Previously home educated people expressed how home education was more than a mere alternative educational choice for them but in fact was a ‘lifestyle’ for them. ➤ There is a wide range of jobs and career trajectories that home educated people go into including, but not limited to: modelling, academia, conservation, outdoor education, research, volunteering and charity work, music, art, writing, entrepreneurs, religious roles such as being a vicar, farming, drama and acting, environmental sciences, consultancy, law, games development, landscape gardening, and journalism.     What was the home education research looking at? My research explored the work and employment experiences of previously home educated people. I focused on developing an understanding of their experiences of this significant part of adult life through putting the spotlight on their stories as told through their voices given, they are often an underheard and underrepresented group of people in society. How did you conduct your research? ➤ I conducted interviews with 31 previously home educated people that on average lasted 1.5 to 3 hours long. The participants consisted in age from 18 through to 56. ➤ I combined interviews with a visual method involving co-designing mind-maps known as timelines with the research participants.   What are your key findings? ➤ All home educated participants self-reported being haunted by ‘school’ and their ‘home education’. ‘Haunting’ was sometimes seen negatively in the sense of being haunted by their memories of ‘school indoctrination’ but seen positively in the sense of being haunted by their memories of being ‘home educated’. The latter being attributed to the values, skills, experiences, and character development that home education afforded them that they felt put them in good positions in their adult lives personally and professionally. ➤ There was a significant pattern in home educated people self-reporting how they took issue with authority figures, bureaucracy, and conformity in their respective workplaces attributing this to these features of workplaces not being features of home education environments. The respondents described situations in which they would alter ways of working to be more conducive to themselves and their own working preferences despite backlash from their employers and colleagues. ➤ All of the previously home educated people interviewed for my research self-reported how significant their home education had been in not only shaping what they went on to do for work and how they experienced work, but also the kind of people they became and the values they possessed.   Any recommendations? ➤ Don’t let the fear of not knowing the outcomes of your child’s home education regarding future work and employment opportunities keep you from the wonderful journey that is home educating your child. ➤ Use home education to explore what type of work and employment your child might be interested in for their futures.   Your final word… There needs to be considerably more research conducted on a wider range of home educated peoples experiences of work and employment that can inform policymaking. Research could focus more specifically on transitions to work and employment from home education, as one significant concern that home educating parents or home educating children often have and considering the need for employers to consider being more flexible with job applicants given, the increasing number of home educated people that are now and will be entering the workforce in the future.   What are your views on home education and employment?  Rachel has published the following, linked with this research: ·       Transitioning from home education to employment | OpenLearn - Open University ·       There’s no place like home education - Research Portal | Lancaster University ·       https://www.youtube.com/watch?v=AqoHK8j6hms&t=2042s Recommended reading: ·       Webb, J. (1999). Those Unschooled Minds. Nottingham: Educational Heretics Press. ·       Transitioning from home education to employment | OpenLearn - Open University ·       Neuman, A., & Guterman, O. (2017). Homeschooling is not just about education: Focuses of meaning. Journal of School Choice, 11(1), pp.148-167.

Ever wondered why we do the things we do? Behaviourism, a powerful learning theory, suggests that our actions are largely shaped by environmental stimuli, using techniques like reinforcement and repetition. In essence, behaviourists believe that our experiences, rather than innate traits, mold our behavior. The Core Principle: Environmental Influence At the heart of behaviourism lies the belief that any individual can be conditioned to perform any task, regardless of their background, genetics, or personality. This is achieved by manipulating the environment and using reinforcement and repetition to create desired behaviours. Key Figures: Skinner and Pavlov Two prominent figures in behaviourism are B.F. Skinner and Ivan Pavlov, whose work revolutionised our understanding of learning. Skinner and Operant Conditioning B.F. Skinner is best known for Operant Conditioning, which focuses on how consequences control behaviour. This theory revolves around two key components: Reinforcement:  Increases the likelihood of a behaviour being repeated. This can be positive (adding something desirable, like praise) or negative (removing something undesirable, like chores). For instance, a child receiving praise for completing their homework is more likely to repeat that behaviour. Punishment:  Decreases the likelihood of a behaviour being repeated. This can also be positive (adding something undesirable) or negative (removing something desirable). Think about dieting: losing weight (positive reinforcement) encourages you to continue. This is operant conditioning in action. Pavlov and Classical Conditioning Ivan Pavlov's famous "Pavlov's dog" experiment demonstrated Classical Conditioning. This theory proposes that we learn associations through repetitive pairings of stimuli. Pavlov's dog learned to associate the sound of a bell with the arrival of food. Through repeated pairings, the bell alone was enough to make the dog salivate. This demonstrates how a neutral stimulus (the bell) can become a conditioned stimulus that elicits a conditioned response (salivation). Another example of this is the controversial "Little Albert" experiment by John B. Watson, who conditioned a baby to fear various objects. The Power of Association Classical conditioning highlights the power of association in learning. By repeatedly pairing stimuli, we can create strong associations that influence our behaviour. Why Behaviorism Matters Understanding behaviourism provides valuable insights into: How we learn and develop habits. How we can modify behaviour through reinforcement and punishment. How environmental factors influence our actions. Dive Deeper: To learn more about behaviourism, explore these resources: Behaviourism In Psychology ( simplypsychology.org ) The difference between classical and operant conditioning - Peggy Andover - YouTube Pavlov’s Classical Conditioning - YouTube By understanding the principles of behaviourism, we can gain a deeper understanding of how our environment shapes our behaviour and how we can influence the behaviour of others.

My name is Claire Agius, and I’m an Doctoral Researcher in child and parent mental health at Manchester Metropolitan University, specifically focusing on adoption. As an adoptive parent myself, I’m passionate about understanding adoptive families’ experiences. My research explores how parents who adopt children with trauma histories can be better supported by post-adoption services. Did You Know? ➤ Many children from the care system have experienced abuse or neglect, making it difficult for them to trust adults. ➤  Trauma can significantly affect children’s emotional well-being and behaviour. ➤ When adopted, children often bring these trauma-related behaviours into their new families. It takes more than love to help them heal. ➤ Regularly managing these behaviours can cause adoptive parents considerable stress, anxiety, and even symptoms similar to PTSD (post-traumatic stress disorder). ➤ Adoptive parenting involves unique challenges, so families need tailored support..   What was the research looking at? My research explores what it is really like for adoptive parents raising children who have experienced trauma before being adopted. I’m especially interested in how receiving, or not receiving, the right support affects parents’ mental health and wellbeing. I also explore social workers’ experiences of providing support within a constrained and often under-resourced system. How did you conduct your research? ➤ I interviewed adoptive parents, asking about their experiences with post-adoption support services and how this affected their mental health. ➤ I gathered insights from social workers through interviews and an anonymous online survey to understand their perspective and the challenges they face. ➤ Adoptive parents and professionals are working with me to pinpoint key moments when support was most needed and where improvements could be made to the adoption system.   What are your (initial) key findings? (from the adoptive families) ➤ Adoptive parents feel unsupported:  many adoptive parents describe having to constantly fight for help, feeling isolated and misunderstood, and receiving little or no support until they reached a crisis point. ➤ Parents are not always believed and can face blame and shame:  Many adoptive parents report being dismissed, doubted, or even blamed when they seek help for their child’s difficulties. This lack of belief can leave parents feeling invalidated and reluctant to ask for further support. ➤ Child-to-parent violence is a hidden but serious issue:  Some adoptive parents experience verbal, emotional, and even physical aggression  from their children—yet many feel unable to talk about it due to stigma and fear of judgment. Without recognition and intervention, families can become trapped in cycles of distress and isolation. ➤ Parents’ mental health is suffering: caring for traumatised children without adequate help leaves many parents feeling anxious, depressed, exhausted, and isolated. This strain often negatively impacts their relationships with partners, family, and friends. ➤ Schools can add to the stress: parents frequently report that schools misunderstand trauma-related behaviours, often responding with punishment rather than support. This misunderstanding increases stress for both parents and children. ➤ Adoptive parents want a voice:  parents should be actively involved in designing support interventions so these services truly address their real-life challenges.     Your final word … Adoptive parents should not have to struggle in silence or wait until they hit breaking point to get support. Services need to truly understand what this journey is like and work alongside parents to create the right help at the right time. When we support parents' mental health, we are also giving children, who have not had a good enough start in life, the best chance to thrive in a loving and stable family. Parenting can be challenging for everyone, but adoptive parents often face unique struggles. Have you ever supported a friend or family member through a tough parenting journey – adoptive or otherwise? What made the biggest difference for them? Recommended reading ·       Adoption UK: https://www.adoptionuk.org   ·       PAC-UK: https://www.pac-uk.org ·       Trauma Informed Consultancy Services: https://www.ticservicesltd.com ·       Beacon House: https://beaconhouse.org.uk   Claire has published on this subject at: Agius, C. , (2025). Co-creating scoping reviews: lessons from partnering with experts-by-experience. In Sage Research Methods Cases Part 1. SAGE Publications, Ltd., https://doi.org/10.4135/9781071984178 Agius, C.  (2024). The parenting challenges faced by adopters raising children with complex life histories : A scoping review protocol. https://doi.org/10.17605/OSF.IO/M6GKD Agius, C. , Eve, Z., & Pearson, R. (2024). Exploring the Lived Experiences of Compassion Fatigue in Parents who Adopt Children with Trauma Histories, The British Journal of Social Work, bcad185. https://doi.org/10.1093/bjsw/bcad185

Bio:   Melanie Grabowski is a recent graduate of the MA Education with Montessori program at Anglia Ruskin University. She has been home-educating her two neurodivergent children through their secondary school education for the past 4 years and currently runs a small Montessori provision for home-educated children who would struggle to access traditional learning environments. Melanie is passionate about educational equity and neuro-inclusion and advocates for a transformed education system in which every child can thrive.    Finding the right educational fit for neurodivergent children When schools closed in March 2020, our family exhaled. I realised that for two years at least, I hadn’t been breathing. My daughter, Lily, had become a shell of herself and therefore so had I. She was 13. For us, the initial Covid lockdown was a gift. It removed the tsunami of school distress that drowned us every single day and gave us time and space to breathe. We decompressed. We could start to relax. We began to re-discover joy. Our search for the right educational environment for my daughter, and subsequently my son, began a decade earlier than that. I was fortunate to live in a part of the world where several schooling options were available to us as a family: state-funded mainstream; private independent and alternative education such as Montessori and Steiner-Waldorf. Due to government subsidisation, fee-paying options were financially accessible to the average family. Furthermore, alternative curriculums had been mapped to the national curriculum, validating their efficacy in the eyes of government and regulatory bodies. I remember feeling incredibly grateful for the choices available for my children’s education. I didn’t know about autism then. I hadn’t heard of neurodivergence, and SEND was a distantly familiar term. Lily was highly anxious in general and especially in social settings and in some situations was unable to speak. I never had intentions of private or alternative education. But when it came time to find an early learning setting for her, I discovered that the typical mainstream settings on offer would be overwhelming. I had heard of Montessori education but knew very little about it beyond the usual myths and misconceptions. Only that it was ‘different’. There happened to be a long-established Montessori school a short walk from our home that I had never previously considered. I went to an open day. It looked and felt very different to my conditioned understanding of ‘school’, but I fell in love with it, albeit with a tad of scepticism. The paradoxes within Montessori education make it tricky to make sense of at first glance. Children are afforded autonomy and freedom in their learning alongside a reassuring degree of structure, calmness and responsibility. The development of independence is a core tenet within an atmosphere of care and nurture. In the absence of punishments and rewards there is a developmentally appropriate focus on self-discipline and intrinsic motivation. I was intrigued. I was studying psychology at the time and through that lens it made sense in so many ways. And it felt right for us. I enrolled Lily, and it has turned out to be the best educational decision I ever made for my children. They both thrived, academically, socially, emotionally. I became a teacher there. And both as a teacher and a parent I felt part of a community in which all the adults were like co-carers in the lives of my children. I’m not sure if parents of children who are considered neurotypical would understand the level of stress involved in seeking just the right type of school environment for their children. I have often felt envious of the ease with which most parents send their children to their closest state funded school, without a second thought.   We moved to England in 2017. There were no Montessori schools in our area and even if there were, they would have been financially out of reach. However I discovered a mainstream primary daring to do things a little bit differently. Lily spent year 6 with a fantastic teacher who prioritised connection over curriculum, and despite the wobbles and bad days and struggle, it was a fairly positive experience for both children overall. It was the head teacher there who first suggested autism to me. It took me a while to properly consider this, but when I did, a paediatrician did an ASD screener and the long assessment process began. The real difficulties began on transition to secondary. I had deliberately chosen the smallest secondary school I could find. We had to move house for it. The first week went well. Then life took a downward turn.    No-one understood what we were experiencing. I didn’t understand what we were experiencing. I didn’t know it had a name. For a month I managed to get Lily to school sporadically. She was given 1:1 support, and even though each of these people were lovely and connected well with Lily, over the two years she was at school this person changed five times. Lily rarely attended lessons. I was concerned about her academically, but knew she was bright and capable and what good were academics without health? She was put on a reduced timetable. I had to reduce my work days to match. When Lily couldn’t make it to school, she would only lie on the couch and cry silent tears. The pressure of school felt constant and heavy. The following is an excerpt from my recent MA dissertation on autism, anxiety-based-school-absence and enabling/disabling learning environments. The Tea Party: Setting the Scene for a mother’s experience of ABSA. I understand that it is all very well intended. We sit in a drafty Georgian room meant for meetings, painted grey-blue with a grand empty fireplace in the centre of the back wall; there’s a large bowl of pinecones on the mantle. There is a lace tablecloth covering an oval mahogany table where we sit. I am sipping from a dainty pink cup and I’m making my lips into a smile. The counsellor sits opposite. And another young girl, the same age as Rosie, sits beside her. The girls don’t know each other; they don’t speak. Rosie can’t speak anyway, sometimes, not with her voice or with her eyes or with her body. She sits very still, nibbles a plain scone trying not to move her jaw, she doesn’t want it but it is the polite thing to do. She stares at the teapot on the table. There is small talk. I am doing well at putting on a face. A pleased one, a hopeful one. A thank-you-for-doing-this one. I act like I think this is a good idea because I don’t want to come across as a problem, that I’m not trying, that I’m being difficult, that I don’t care, that I am dismissive of the importance of education. After all, I have been teaching children for most of my adult life. Behind my mask is the truth of things. It is terrifying watching Rosie slip away, knowing why and feeling helpless to stop it. Knowing it won’t be fixed by tea parties and counselling and quiet rooms and being polite. The whole place is wrong, like shoes three sizes too small. I know what the right place looks like. In that place was a different Rosie, a singing Rosie, and a different me. It is like having knowledge of a peaceful park in the middle of a war zone and the gates to the park are open to some people but locked to you. And you are stuck with the air raids and rubble. So, I have no choice but to go along with these attempts to fix things that are really like handing Rosie a walking stick for a severely broken leg and saying, there, that should do it. Like saying, we’re trying, we’re doing our bit, that’s all we’ve got really, you just need to stop limping now, Rosie, come on. Four months before, Rosie became unable to get out of bed, unable to speak even at home, unable to eat and barely able to move, when faced with the thought of school, which is always, because school has become a heavy fog that has made Rosie invisible.   And here I am, smiling and disappearing too. They are telling me what must happen, that Rosie needs to come to school, because they can’t help unless she’s in, and I know I can’t make that happen without hurting Rosie but who am I to say it? I am just ‘Mum’. Mum says Mum thinks, eye roll. I am an empty noun on an important report bullet-pointing all the things wrong with Rosie. But I need to stay on side. I can only grieve silently for the brilliant bright child who is sitting right beside me, a child they can’t see and have never seen and will never see through all this collapsing and expanding dust. So, I stay with the smiling and nodding, and the swallowing of all this, these scones, and this dread, this plum jam that I can’t even taste. Because I am a ghost-mother, which is what you become when your child can’t go to school. At the end of August 2019, with a new school year looming, Lily questioned the point of her being alive. That September and the 7 months following until lockdown were the darkest times. Lily was so burnt out that at school she slept in the ‘quiet’ room. She was alone, with no friends and was very rarely in lessons. Not only was she not receiving an education, despite me managing to ‘get her in’ most days, her mental health was spiralling at a frightening pace. She was attending school, but at the same time she was absent from it.   I dread to imagine what might have been had schools not closed when they did in March 2020. Our school had a level of SEND four times the national average; many children had 1:1 support. During lockdown, it was taken over by an academy trust. Twenty support staff lost their jobs. I asked how Lily would be supported when schools re-opened in September. I was told there would be no 1:1 support for her. She would be expected to attend every lesson and stay for at least 20 minutes. She could have an exit card to the ‘quiet’ room if she felt overwhelmed, but this would be a short-term approach. Lily had rarely been able to attend lessons for almost two years even with 1:1 support. Just crossing the threshold of a classroom was enough to trigger a shutdown. I knew that just getting Lily onto school grounds knowing she had no support would be nigh on impossible. The SENDCo knew this too. She said it was all she could offer under the new school policies. She suggested home education. This meeting happened in the week before the summer holidays. We were in the midst of a global pandemic. I could not visit any specialist schools, and I was told by the LA that they would likely not be appropriate for Lily anyway. She was too academic. And I knew deep down they were right. Nevertheless, I called several specialist provisions and private independent schools and felt overwhelmed by the hoops I would have to jump through with no guarantee of success. Lily was about to enter her GCSE years having had very little education for almost two years. It all felt too hard. I gave up. I called an emergency EHCP review. And by the end of September 2020, I found myself ‘electively’ home-educating, a term I resent because it wasn’t a choice, there was no other option available. I had a vantage point that many parents don’t have. When school is just school, and your child can’t go, when you see so many others managing fine, you wonder what you’ve done wrong. You question your child, you question yourself. You take all the blame and you pass it on to the detriment of the mental health of your whole family. But I knew  my children were not broken. They had been in a school which they loved, where they were progressing, where they had friends, where they attended happily every day. A school they were upset to leave at the end of term and were excited to get back to at the beginning of it. Because we had experienced this, I knew the problem was not them. The problem was the environment. As an educator supporting children with additional needs in the same schools as my children, I was witness to how the environment had an impact on whether children flourished or floundered. This is what led to my research. Recent literature shows an emerging understanding of anxiety-based-school-absence and school distress experienced amongst academically capable ACYP that is related to aspects of mainstream school environments, pointing to a misalignment in standard educational provision and autistic learner needs. These environments could be described as disabling; significant declines in mental health and even trauma are reported as a result, along with impacts on family stress. Montessori education may not be a total panacea to the current crisis we face, but it certainly worked for my children and anecdotally it works well for other neurodivergent children who are thriving in Montessori environments. It incorporates a well-developed approach supported by a cohesive curriculum that stands up against national curriculum frameworks, with well-established teacher training programs, professional overarching organisations and is orientated towards a culture of equity and inclusion.  The core principles of Montessori Education appear to be inherently supportive of the social, emotional and academic needs of autistic learners. The approach strikes a balance between adherence to principles, curriculum and orderly environments while at the same time valuing and respecting the rights and individuality of children and young people (Eacott & Wainer, 2023). For parents of autistic children, these alignments highlight the potential of an alternative educational approach that may not have been previously considered. What my experience and research tell me, is that there is an urgent need for different types of learning environments, otherwise a radical change to the current system to one that is built on an approach that can respond to individual difference. Currently, between mainstream and specialist there is a provision gap which so many children are currently falling into. We are all unique individuals, and one size never fits all. Autistic children and young people may be absent from mainstream schools but they are not absent from life. They are here, they want to learn and they want to be included. If they are missing from the school register it is because they are missing from policy, and from appropriate developments in pedagogy and practice. The government has a responsibility to provide all  of England’s children with the education they have a right to, and the education they deserve. Montessori education is an example of a structure and approach worth serious consideration in terms of inclusive models of practice. Just imagine the long-term economic and health benefits if all children were able to access quality education in a learning environment that really worked for them? My full masters research dissertation on autism, ABSA and the Montessori environment is available to read here (PDF) Autism, Anxiety-Based-School-Absence and the Montessori Environment as an Actualised Model of Inclusive Practice .

Nestled in Northern Italy, the city of Reggio Emilia holds a special place in the world of education. It's here that Loris Malaguzzi, an Italian educator, pioneered the Reggio Emilia approach, a philosophy that revolutionizes how we view and nurture young minds. The Core Principles: A Symphony of Learning The Reggio Emilia approach isn't a rigid curriculum; it's a vibrant tapestry woven from several key principles: Teachers as Co-Learners:   Imagine a classroom where teachers aren't just instructors, but active participants in a child's learning journey. The Reggio Emilia approach fosters this collaborative spirit. Teachers meticulously observe and document children's interests, adapting the environment and resources to ignite their curiosity and creativity. The Hundred Languages of Children:   This evocative term captures the essence of the Reggio Emilia philosophy. Children aren't limited to just verbal communication. They express themselves through movement, music, art, and imagination – these are all considered their "languages." The Reggio Emilia approach celebrates this diversity and ensures all these languages are valued and nurtured. The Power of Play:   Through play-based activities, parents and educators can effectively teach problem-solving and social skills. Play becomes a springboard for exploration, discovery, and collaboration. Beautiful Spaces, Boundless Learning:   In a Reggio Emilia classroom, the boundaries between indoors and outdoors blur. These thoughtfully designed spaces are an extension of the curriculum, inviting exploration and fostering a connection with nature. Student-Centered Learning:   The Reggio Emilia approach empowers children to take ownership of their learning journey. They are seen as strong, capable individuals who deserve opportunities to reach their full potential. This student-centered approach fosters independence and a love for lifelong learning. Expressive Arts Take Center Stage:   Art, music, movement, and drama aren't viewed as extracurricular activities in the Reggio Emilia approach. They are central to the learning experience, allowing children to express themselves in unique ways and develop their creative potential. Inspired by Great Minds The Reggio Emilia approach draws inspiration from the works of educational theorists like Jerome Bruner, John Dewey, Erik Erikson, Jean Piaget, and Lev Vygotsky. Their theories on child development, constructivism, and the importance of social interaction form the bedrock of this innovative approach. The Reggio Emilia approach is more than just a set of guidelines; it's a philosophy that celebrates the potential within every child. By fostering a nurturing and stimulating environment that embraces a multitude of learning styles, the Reggio Emilia approach empowers children to become confident, creative, and lifelong learners.

EOTAS stands for Education Otherwise Than At School. It's an option for young people who are unable to attend mainstream or special school. This could be due to illness, exclusion, or other reasons. How does EOTAS work? If the local authority agrees that a young person cannot attend school, EOTAS provision can be arranged. This decision is made through an EHC (education, health and care) assessment. It's important to note that parents cannot make this decision alone. The local authority must be involved to ensure that there are no other options available at a school setting that could meet the child's needs. EOTAS vs. home education EOTAS is distinct from home education. In home education, the responsibility for the child's education falls entirely on the parent or carer. With EOTAS, the local authority takes on this responsibility, including the associated costs. Examples of EOTAS provision Here are some examples of the types of support that may be provided under EOTAS: Home tutoring Tuition centers Hospital school Speech and language therapy Online schooling Equipment budget This provision can be made available for young people who are unable to attend an early years setting, school, or college. Resources for learning more about EOTAS Home education and ‘education otherwise’ | (IPSEA) Independent Provider of Special Education Advice EOTAS-Resource-Final.pdf ( sendandyou.org.uk ) Alternative provision - GOV.UK ( www.gov.uk ) Education Access - The Education Access Team ( essex.gov.uk ) I hope this blog post has been helpful! Let me know in the comments if there is an educational term, approach or provision that you would like to know more about.

Teacher standing at a white board pointing with 3 students looking Mainstream education is the term used for the education system that most children attend. It's where children are taught alongside their peers in a general classroom setting. What is the definition of mainstream education? The word "mainstream" is defined as "considered normal, and having or using ideas, beliefs, etc. that are accepted by most people" (Cambridge Dictionary, 2023) and "People, activities, or ideas that are part of the mainstream are regarded as the most typical, normal, and conventional because they belong to the same group or system as most others of their kind." (Collins Dictionary, 2023). In the context of education, mainstream schools are those that are not special schools, hospital schools, or alternative provision schools. Examples of mainstream schools include community schools, academies, grammar schools, and voluntary schools. How do mainstream schools support students with special needs? Mainstream schools are required to allocate a portion of their budget to providing support for students with special educational needs and disabilities (SEND). This ensures that these students have the opportunity to access mainstream education alongside their peers. There are two main types of mainstream schools: Maintained schools:  These schools are funded and controlled by the local authority. Academy schools:  These schools are independent schools that are funded by the government but operate outside of local authority control. What other types of maintained schools are there? In addition to mainstream schools, there are a number of other types of maintained schools, including: Nurseries Special schools Alternative provision schools Post-16 institutions Resources for learning more about mainstream education Here are some resources where you can learn more about mainstream education: Types of school: Types of school: Overview - GOV.UK IPSEA: Types of schools and other settings: IPSEA: Types of schools and other settings | (IPSEA) Independent Provider of Special Education Advice Mainstream School for SEND: Mainstream schools for special needs | The Good Schools Guide

Imagine a classroom where children aren't just learning math and science, but also how to bake bread, sew a button, and tend a garden. This is the essence of Steiner Waldorf education, a holistic approach that focuses on developing the mind, body, and soul – the entire "anthropos" according to its founder, Rudolf Steiner, and his spiritual philosophy, Anthroposophy. In a Waldorf setting, children are immersed in life experiences. They learn practical skills like cooking, cleaning, and gardening alongside more traditional academic subjects. This "hands-on" approach connects all aspects of learning, building a well-rounded individual. Creativity Takes Center Stage Waldorf education prioritises fostering a child's natural creativity and imagination. Play, especially child-led and imaginative play with natural materials, is a cornerstone of this philosophy. Instead of focusing solely on academic achievement from a young age, Waldorf schools encourage exploration and discovery. Many Waldorf educators even avoid introducing technology until the children are older, allowing them to develop their creativity and critical thinking skills organically. Teachers as Role Models, Not Dictators Waldorf classrooms are led by teachers who act as role models rather than simply giving out instructions. This fosters a sense of trust and respect between teachers and students, creating a more engaging learning environment. Spirituality and Inclusivity Steiner Waldorf education has its roots in spirituality. However, modern Waldorf schools are inclusive and nondenominational, welcoming children from all backgrounds. Intrigued? Learn More! The Waldorf approach offers a unique and inspiring alternative to traditional education. If you'd like to delve deeper, check out the resources below for more information on this fascinating philosophy: What is Steiner Waldorf Education? What is Steiner-Waldorf Education? | Steiner Theory | Teaching Wiki (twinkl.co.uk) Rudolf Steiner & the History of Waldorf Education   Waldorf school | Benefits, Curriculum & History

" Education is an adventure and the world is an education ," proclaims The Backpacking Family, and they couldn't be more right! Worldschooling is an exciting approach to learning that transforms the entire globe into your child's classroom. What is Worldschooling? Imagine this: history lessons come alive through exploring ancient ruins, geography unfolds on hikes through diverse landscapes, and languages are learned by conversing with locals. This is the essence of worldschooling – learning through immersive, real-world experiences. Families who choose this path use travel and the world's rich tapestry of cultures, resources, and experiences to educate, inspire, and empower their children. The World at Your Fingertips: One of the core goals of worldschooling is to expose children to a wealth of knowledge and perspectives beyond the confines of traditional classrooms. It fosters a deep appreciation for different cultures and broadens their skill sets through hands-on learning. Travel or No Travel? You Decide! The beauty of worldschooling lies in its flexibility. While some may envision worldschooling as a life of constant globetrotting, others embrace the philosophy within their own communities. Museums, local farms, historical sites – these can all become vibrant learning spaces. Ultimately, the key is to cultivate a love of learning through intentional experiences, whether near or far. Tailored Learning for Every Explorer: Worldschooling allows families to personalize their child's education. You're free to choose a curriculum that aligns with your child's interests and learning style. This fosters a deeper engagement with the subject matter and paves the way for lifelong learning. A World of Travel Styles: Just like families come in all shapes and sizes, so do worldschooling families! Whether you're digital nomads working remotely, slow travelers savoring every location, or embarking on a family gap year, there's a worldschooling approach that fits your lifestyle. Ready to Explore? Worldschooling is an adventure that promises a richer, more meaningful education. If you're curious to learn more, check out the resources below! For More Information: What is Worldschooling? - We Are Worldschoolers What is worldschooling? FULL GUIDE 2023 (thebackpackingfamily.com) What is Worldschooling? (2023) - World Travel Family So, pack your bags, unleash your curiosity, and get ready to discover the world – together!