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For some parents, the traditional school setting may not be the best fit for their child's individual needs and learning style. Thankfully, in the UK (and many other countries), there's a legal option called Elective Home Education (EHE) that parents can utilise to take charge of their child's education at home. What is Elective Home Education? EHE is your legal right as a parent to provide a full-time education for your child of compulsory school age, outside of a mainstream school setting. This is supported by Section 7 of the Education Act 1996, which states that a child's education should be suitable " to his age, ability and aptitude ", " to any special educational needs " (in England) or " additional learning needs " (in Wales) and can be delivered " either by regular attendance at school or otherwise." The Flexibility of EHE One of the most appealing aspects of EHE is the freedom and flexibility it offers. Here are some key points to remember: No rigid schedule:  Forget replicating the traditional school day! You can design a learning environment that suits your child's pace and preferences. Curriculum by choice:   There's no requirement to follow a specific curriculum. You can tailor the learning journey to your child's interests and goals, or even create your own curriculum. Exams are optional:   While traditional exams like GCSEs are an option, there's no obligation to pursue them. Learning resources:   You have the freedom to choose how your child learns. This could involve you as the primary educator, utilising tutors or online resources, participating in learning groups with other home educators, or a combination of these. Deregistering from school:   You can deregister your child from mainstream school at any point. Financial Considerations It's important to be aware that currently there's no direct government funding available for home education. As a parent, you'll be responsible for all aspects of learning, including resources, tutoring (if chosen), exams, and group activities. However, with planning and resourcefulness, it's possible to home educate on a budget. Getting Support Your local authority (LA) is a valuable resource. They should have information and resources available on their website specifically for home educators. This may include links to newsletters, events, and support groups for connecting with other families who have chosen the EHE path. Additionally, social media groups can offer a wealth of support and guidance from experienced home educators. Further Exploration To learn more about EHE and its possibilities, check out these resources: Educating your child at home - GOV.UK :   https://www.gov.uk/home-education Home education: get information from your council:   https://www.gov.uk/home-schooling-information-council Elective home education Departmental guidance for parents:   [ Elective home education: guide for parents ] Education Otherwise:  [ Education Otherwise - | Education is Compulsory - School is Optional ] Home Educators' Qualifications Association:  [ HEQA ] Elective Home Education can be a rewarding and enriching experience for both parents and children. By understanding your options and exploring the resources available, you can make an informed decision about whether EHE is the right path for your family.

Dr Poppy Gibson is a Lecturer and researcher  in Education whose key interests involve children and young people's psychological development and mental health. Poppy's research centres around neurodiversity and wellbeing. Did You Know? ➤ Neurodivergent teens often face heightened risks of mental health challenges like anxiety and depression: rates of anxiety and depression were up to ten-fold the prevalence of adolescents not diagnosed with autism or ADHD (Accardo, Pontes and Pontes, 2022). ➤ Neurodivergent teens may struggle with social cues and forming peer relationships. ➤ Neurodivergent individuals often possess unique strengths, such as intense focus on specific interests, strong pattern recognition, and creative problem-solving. What was the research was looking at? Neurodiversity refers to accepting that everyone’s brain functions in different ways; whilst most brains process information in a ‘neurotypical’ way, some brains are ‘neurodivergent’. Young people who are neurodivergent often face unique challenges when transitioning from school to college, and then into the workforce or adult life. School often provides a structured environment with clear schedules and expectations, which can be helpful for neurodivergent students. Transitioning to Further Education, Higher Education, or the workforce, where there may be less structure and more ambiguous expectations, can be overwhelming. There may be barriers that mean agency is eroded in the choice-making for these learners. This project, partnered with a London college, involves the trialling and testing of new approaches in building key skills with young people aged 15 and 16 years old, ready for further study or employment. How did you conduct your research?   This research project involves gathering voices of students and staff to inform a programme that can be delivered by educators in Key Stage 4 to support young people who are neurodivergent in planning their pathways to employment, and improvement of employability skills. Although the exact structure of the programme is yet unknown, we propose it may have three key stages for students to work through: ➤Reflect and empower- reflect on strengths and self-value. ➤Target- explore areas where they need support or development. ➤Grow- the stage of purposeful growth in skills ready for their next steps. ➤ Data set 1: creative projects with young people ➤ Data set 2: focus groups and interviews with young people to gather lived experiences ➤ Data set 3: interviews with practitioners and staff at the college This will then lead to co-creation of an induction programme, which could be used by schools and colleges to help young people reflect upon their strengths and dreams for their futures, and consider possible future pathways. Any recommendations? ➤ As educators, and other professionals working with young people, we need to make space for conversations to think about the future and their dreams and goals. ➤ Helping young people recognise their strengths can be valuable in helping build their confidence and self-esteem ready for their post-16 phase.     Your final word …  Working on projects like this help us advancing inclusive practices, support young people in developing life skills, and enhance pathways to employment for neurodivergent learners. We can only do this if we hear voices of the young people themselves and listen to their lived experiences.   Poppy worked with a fantastic team on this project: Toby Doncaster, Dr Jon Rainford, Charon Gates and Marie Greenhalgh. So many adults aren’t diagnosed as ‘neurodivergent’ until adulthood! How may recognising and diagnosing neurodivergent conditions in childhood be of benefit? Tell us in the comments Poppy has published around this topic at: ➤Journal:  Full article: Promoting potential through purposeful inclusive assessment for distance learners   ➤Compass journal:  Designing Institutional Systems that Support Neurodivergent Educators | Compass: Journal of Learning and Teaching in Higher Education   ➤Book chapter:  Open Access: Promoting potential through purposeful inclusive assessme   ➤ blog post we did for nexus education:  Understanding and Supporting Neurodivergence around the World - Nexus Education Poppy's Recommended reading:   You can learn more about the funding for this project here (this project is listed as number 3 on the list): BERA and Kusuma Trust Announce Winning Proposals for the Neurodiversity in Mainstream Schools Grant Programme | BERA   References Accardo AL, Pontes NMH, Pontes MCF. (2022) Heightened Anxiety and Depression Among Autistic Adolescents with ADHD: Findings From the National Survey of Children's Health 2016-2019. J Autism Dev Disord. 2024 Feb;54(2):563-576. doi: 10.1007/s10803-022-05803-9. Epub 2022 Nov 3. PMID: 36327018; PMCID: PMC9630808.

Ever heard the term "cognitive learning theory" and wondered what it actually means? Before diving into the theory itself, let's break down the foundation: the word "cognitive." What Does "Cognitive" Actually Mean? Simply put, "cognitive" refers to anything related to conscious intellectual activity. Think of it as your brain's inner workings – the processes involved in: Thinking:  Forming ideas and concepts. Reasoning:  Drawing conclusions and making judgments. Remembering:  Storing and retrieving information. Essentially, "cognitive" is all about the brain and its intellectual functions. From "Cognitive" to Cognitive Learning Theory Now that we understand "cognitive," we can explore Cognitive Learning Theory. This approach focuses on how we process, remember, acquire, and transform information into new knowledge. It delves into the internal mental processes that drive learning. Jean Piaget: A Pioneer in Cognitive Development One of the most influential figures in this field is Jean Piaget. His Theory of Cognitive Development outlines four key stages of intellectual development in children: Sensorimotor Stage (Birth to 2 Years):  Children learn through sensory experiences and motor actions. Pre-operational Stage (2 to 7 Years):  Language emerges, and children engage in imaginative play. Concrete Operational Stage (7 to 11 Years):  Logical thinking begins, but understanding remains concrete. Formal Operational Stage (11+ Years):  Abstract thinking, hypothetical reasoning, and deductive logic develop. Piaget's work emphasizes the internal mental processes involved in learning, rather than external factors like social interactions. Key Concepts: Schemas, Assimilation, and Accommodation Piaget also introduced important concepts like "schema," which he defined as "a cohesive, repeatable action." These schemas are the building blocks of knowledge, and they evolve through: Assimilation:  Incorporating new information into existing schemas. Accommodation:  Modifying existing schemas to accommodate new information. Disequilibrium:  A state of cognitive imbalance that motivates learning. Equilibrium:  A state of cognitive balance achieved through assimilation and accommodation. Why Understanding Cognitive Learning Matters By understanding how cognitive processes work, educators and parents can create more effective learning environments. This involves: Tailoring teaching methods to different developmental stages. Encouraging active learning and problem-solving. Promoting critical thinking and abstract reasoning. Dive Deeper into Cognitive Learning If you're eager to learn more, here are some valuable resources: Types of Learning Theories In Psychology ( verywellmind.com) Piaget's 4 Stages of Cognitive Development Explained ( verywellmind.com ) Cognitive Learning Theory: Definition & Examples | University of Phoenix YouTube - Cognitive Learning Theory - Piaget Understanding the "cognitive" aspect of learning empowers us to unlock the potential of the human mind and foster a lifelong love of learning.

Rachel Ballantyne is an English teacher and 11+ and 13+ specialist tutor, with 12 years of teaching experience and 10 years in tutoring across all key stages. She holds an MA in Education, a PGCE in English and Qualified Teacher Status. She is currently working towards an Education Doctorate (2025), specialising in the experiences of women working in education after motherhood. Rachel has a deep passion for literacy, GCSE and A-Level English, and supporting children’s emotional development through storytelling. She has two boys: Eddy (4) and Ollie (2) and is a reluctant marathon runner and complete bookworm.   Why Mog Had to Die We recently lost our loveable fluffball cat, Tia. She had been part of our family for years, curling on anyone and everyone’s lap, leaving fluff literally everywhere, following us around the house mewling for more food… despite having just been fed. Then she was gone. My four-year-old asked where she was. I hesitated, searching for a way to soften the truth. "She’s not here anymore," I said, feeling a lump rise in my throat. But that wasn’t enough. His little face scrunched up in confusion. "Will she come back?" That moment made me realise how unprepared I was to talk about death with my little one. Like many parents, I wanted to protect him from sadness and pain. Research shows that avoiding the topic of death does more harm than good. The Research 📖 67% of parents avoid discussing death with their children, worrying it will upset them (Nuss, 2014). 🐾 75% of children lose a pet by age 12, yet only 49% receive guidance on how to cope (McNeil, 1982). 💬 Children who read about grief develop 40% better emotional regulation than those shielded from the topic (Arruda-Colli et al., 2017). 🧠 Unprocessed grief in childhood increases the risk of anxiety by 52% and depression by 41% later in life (Kaplow et al., 2014). I didn’t want my child to feel confused or alone. I turned to books, hoping they would provide the words I struggled to find. That’s when I rediscovered Goodbye Mog  by Judith Kerr. Why Goodbye Mog  Matters Judith Kerr, best known for The Tiger Who Came to Tea , understood loss deeply. She fled Nazi Germany as a child and experienced grief at an early age. In Goodbye Mog , she brings that understanding to children, helping them process what it means to lose someone they love. Mog, the much-loved family cat, grows older and slower until she dies. Her family grieves, but in time they remember her with love. The story does not skip past the pain. It does not pretend that death is not sad. It shows children that while loss is difficult, love and memories remain. How to Talk About Loss with Children ✅ Talk openly . Silence makes grief scarier. Using books like Goodbye Mog  helps children understand loss in a way that feels safe and familiar. ✅  Acknowledge emotions . Children who feel heard and supported cope 60% better than those told to move on (Corr, 2020). Saying "I know this is really sad" reassures them that their feelings are normal. ✅  Reassure them . Love and memories do not disappear. Stories like Goodbye Mog show children that while someone may be gone, they are still part of us in our hearts and minds. The night after we read Goodbye Mog , my son looked up at the stars and said, "Maybe Tia is watching us, like Mog." His voice was steady and thoughtful. The book had not erased his sadness, but it had given him a way to understand and talk about it. Final Thoughts Avoiding the topic of grief does not protect children. It leaves them feeling uncertain and alone. Talking about loss and sharing stories that explore emotions help them build the resilience they need to cope with life's challenges. Recommended Reading 📖 Kerr, J. (2002). Goodbye Mog . HarperCollins 📖 Dyregrov, A. (2008). Grief in Children: A Handbook for Adults . Jessica Kingsley Publishers 🌍 Winston’s Wish - www.winstonswish.org Question for You How do you talk to children about loss? Have any books helped your family navigate grief? Share your thoughts below. References Arruda-Colli, M. N. F., Weaver, M. S., & Wiener, L. (2017). Communication about dying, death, and bereavement: A systematic review of children's literature.   Journal of Palliative Medicine . Available at: https://www.liebertpub.com/doi/abs/10.1089/jpm.2016.0494 Kaplow, J. B., Layne, C. M., Pynoos, R. S., Cohen, J. A., & Lieberman, A. F. (2014). Psychopathology, bereavement, and efficacy of an adapted trauma-focused cognitive behavioural intervention for young children.   Journal of Clinical Child & Adolescent Psychology , 43(3), 361-371. Available at: https://www.tandfonline.com/doi/abs/10.1080/15374416.2013.828296 McNeil, J. N. (1982). Young mothers' communication about death with their children. Death Education , Taylor & Francis. Available at: https://www.tandfonline.com/doi/abs/10.1080/07481188308252139 Nuss, S. L. (2014). Redefining parenthood: Surviving the death of a child.   Cancer Nursing . Available at: https://journals.lww.com/cancernursingonline/fulltext/2014/01000/Redefining_Parenthood__Surviving_the_Death_of_a.18.aspx

Nicky McIntosh, Museum Consultant I have enjoyed participating in the museum sector since 1998 as both a history curator and learning manager in the UK. I am now a freelance museum consultant specialising in project management and learning engagement. My experience has encompassed school, family and adult learning at local authority and independent museums, heritage and arts organisations. I am currently exploring museum provision for children who can’t access school, inspired by lived experience with my own family. A love of historic collections and the belief that everyone should benefit from them is at the heart of my professional practice. Did You Know? ➤65% of museums involved in my research already cater for home educating families and 27% would like to start exploring this. 94% of these museum offers include on-site, staff-led workshops. Virtual offers are less common with fewer than a quarter of these museums offering activities or resources online. ➤ Less than a quarter of museums involved in my research have an existing offer for non-school attending children who are not electively home educated e.g. Pupil Referral Unit, Hospital Education, Virtual Schools, Alternative Education Service, waiting for a suitable school place, unmet needs at school, mental health challenges. Over half of these museums would like to explore this. ➤85% of the home educating families involved in my research usually visit museums with their families rather than with home education groups or friends. Their main motivator for visiting was to have fun. 82% selected this in their top three reasons to visit, with learning a very close second at 81%. ➤ 76% of home educating families involved in my research thought that having more activities or resources available specifically for home educators would enable them to use museums and galleries more often. What was the research was looking at? I recently completed an Arts Council Funded ' Developing Your Creative Practice' project which explores how museums and galleries can support children who can’t access school. This includes Electively Home Educating families (EHE) and those who face barriers to attendance. Undiagnosed SEND, mental health challenges and unmet needs are impacting more and more children. How can we welcome them to museums and ensure equitable access to collections, culture and heritage? How did you conduct your research? ➤Survey to scope what activity is already happening in the museum and gallery sector and what support might be needed to develop this. ➤Survey for families to find out what they value and need from museums and galleries. ➤Pilot activities and consultation days with home educators What are your key findings? ➤ There are examples of excellent, established and emerging, museum and gallery provision for home educated audiences. Offers range from adapted school workshops, repurposed family activities and special event days to tailored projects including accreditation. Many museums would like to offer more for this audience, but staff capacity along with understanding needs, working with varying group dynamics and effectively communicating offers are barriers.   ➤ Many home educating families already visit museums independently and value museums for learning activities and resources, access to collections and specialist knowledge. Significantly, not all children learning outside of a school setting are EHE and not all home educators are part of support networks. We therefore can’t assume that they will be reached through home educator networks. There is appetite for further programming, especially workshops, loaned resources and online resources and a need to communicate offers more effectively. Timings, spaces, booking mechanisms, pricing and accommodating a broad age range are all important factors.   ➤ A lot can be offered with resources that are already available in museums and small changes could raise awareness and accessibility. A notable consideration is the need to change expectations within museum teams about learning outcomes and what ‘success’ looks like. For some children, arriving and experiencing the museum with their family is a big step even if they don’t attend a workshop. Any recommendations? ➤ Museums should make offers for home educators visible on their websites and distinct from information for schools.   ➤ There is often programming already on offer in museums that would be suitable for home educating families – extend and highlight areas of family learning and self-led resources as well as schools offers. Don’t forget any digital resources.   ➤ Build contacts between local home educating communities and museums and work together to shape and promote activities, programmes and resources.   Your final word… Home educating audiences have a good appetite for museum provision, but they often don't know what is available to them. There needs to be more awareness of resources and programming that considers accessibility, affordability, acceptance and agency. The diversity of children learning outside of school should be embraced, including those with barriers to school attendance. Tiny steps can be very significant for some families who are dealing with school trauma and burnout. Museums are full of potential glimmers and sparks to encourage recovery and engagement with learning. If you are a home educator, what offering from museums or galleries have you found most useful? Tell us in the comments Nicky has published on this subject at: Museum Learning Works – supporting education outside of school . Also, coming soon ... Supporting Museums to Engage Children Educated Outside of School – A toolkit for working with home educators and those with barriers to school attendance – with Group for Education in Museums Resources Archive - GEM Nicky's Recommended reading ‘ Can't Not Won't: A Story About A Child Who Couldn't Go To School ’ by Eliza Fricker ‘ A Different Way to Learn: Neurodiversity and Self-Directed Education ’ by Dr Naomi Fisher ‘Square Pegs: Inclusivity, compassion and fitting in – a guide for schools ’ by Ellie Costello & Fran Morgan

Have you ever learned a new skill simply by watching someone else? Or picked up a habit from observing those around you? If so, you've experienced the power of Social Learning Theory. This theory proposes that we acquire new knowledge and behaviors by observing and imitating others. Learning Through Observation and Modeling Social Learning Theory, championed by psychologist Albert Bandura, emphasizes that learning is a cognitive process that takes place within a social context. We learn not only through direct experiences but also by observing the behaviors of others, whether in person or through media. The Three Stages of Social Learning Bandura's theory suggests that social learning occurs in three distinct stages: Observation:  We are exposed to a behavior by observing someone else performing it. Cognitive Acquisition:  We mentally process and understand the observed behavior. Acceptance and Application:  We decide whether to accept the behavior as our own and apply it in our own lives. Bandura's Key Contributions: Observation, Imitation, and Modeling Bandura's work highlights the importance of observation, imitation, and modeling in learning. He demonstrated that we learn by watching others, even from a distance, such as through television or online media. This means that our social environment, including our families, friends, and media influences, plays a significant role in shaping our behaviors. The Impact of Modeling Bandura's famous "Bobo doll" experiments demonstrated the power of modeling. Children who observed adults behaving aggressively toward a Bobo doll were more likely to exhibit similar aggressive behaviors themselves. This research highlighted the importance of role models and the potential impact of observing violence. Why Social Learning Matters Social Learning Theory provides valuable insights into: How we acquire new skills and behaviors. The influence of role models on our development. The impact of media on our behavior. The importance of social context in learning. Dive Deeper: To explore Social Learning Theory further, check out these resources: Social Learning Theory: How Bandura's Theory Works ( verywellmind.com ) Social Learning Theory: Bandura’s Bobo Beatdown Experiments - YouTube Bandura and Social Learning Theory - YouTube Social learning | Secondary Keywords: Imitation, Observational Learning & Reinforcement | Britannica By understanding the principles of Social Learning Theory, we can gain a deeper appreciation for the role of observation and modeling in shaping our behaviors and the behaviors of those around us.