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Dr Kim Collett holds a PhD in Education and is an Associate Lecturer, researcher and advocate specialising in inclusive education and special educational needs and disabilities (SEND). Her passion for inclusion comes from her own experiences of being a child with a label of SEND and from navigating life as a neurodivergent and disabled parent in a neurodiverse household. Kim has worked in universities for over 15 years after her early career saw her working in the charity sector supporting neurodiverse and disabled people, and raising awareness of the importance of an inclusive society. There have been lots of headlines and conversations suggesting that too many children are being diagnosed with additional needs. This is causing concern as it implies that children are being labelled unnecessarily or that support is being misused. But when we look more closely, we can see that these headlines are misleading. Rather than too many diagnoses, the evidence suggests that many children aren’t being identified or supported early enough. First things first: does a child actually need a diagnosis? This is a question many parents ask and the answer isn’t always straightforward. In the UK, schools are supposed to provide support based on need, not on whether a child has a formal diagnosis. In theory, this means your child shouldn’t have to wait for an official label before getting help in the classroom. In practice, though, it doesn’t always work like that. A diagnosis can be helpful because it: ● Opens doors to certain services and specialist support ● Helps teachers understand your child more consistently ● Gives a shared language for discussing strengths and challenges ● Provides reassurance for children and families There can also be confusion as some schools or services may believe (incorrectly) that a diagnosis is required before offering support. This often leads to delays, with families feeling stuck waiting for assessments rather than seeing immediate help. So while a diagnosis isn’t technically required, it can make a difference in how easily and quickly support is put in place. What happens when children aren’t identified? One of the most important things to understand is that not recognising a child’s needs can have consequences. Children may: ● Lose confidence in their abilities ● Start to believe they are “not good enough” ● Feel frustrated or overwhelmed at school ● Be misunderstood as disengaged, lazy, or disruptive Difficult experiences in education can also shape how a person feels about learning, work, and themselves well into adulthood. For many getting a diagnosis isn’t about labels but helps explain patterns, reduces self-blame, and provides a way forward. So, are children being “overdiagnosed”? It’s true that more children are being diagnosed with things like dyslexia, ADHD, and other neurodivergent profiles than in the past. But this doesn’t necessarily mean diagnoses are being handed out too easily. A more accurate way to think about it is that we’ve simply got better at noticing what was always there. One useful comparison is with astronomy. When telescopes improved, scientists suddenly “discovered” many more stars. But those stars hadn’t appeared overnight, we just didn’t have the tools to see them before. The same idea applies here. With improved awareness, training, and assessment methods, differences in how children learn and process information are easier to identify than they used to be. In other words, the increase in diagnoses reflects better understanding not a sudden surge in children having needs. The bigger issue - underdiagnosis While public conversations currently focus on “too many” diagnoses, the evidence suggests many children are still being missed. Take dyslexia as an example. Estimates suggest that around three children in an average classroom may be dyslexic but less than a quarter of those children are formally identified. That delay can make learning much harder than it needs to be and has been shown to impact grade as well as confidence. ADHD shows a similar pattern. A large number of people in the UK are thought to have ADHD without a diagnosis. Certain groups, particularly girls and children from marginalised backgrounds, are especially likely to be overlooked. This is often because their traits don’t match outdated stereotypes of what ADHD “looks like.” When children are not recognised, the consequences can include: ● Lower academic outcomes ● Higher stress and anxiety ● Being misunderstood by adults and peers The importance and limits of labels It’s completely normal to have mixed feelings about diagnoses. On one hand, they can be empowering. They can offer clarity, validation, and access to support. Many children and families feel relief when they understand why things have felt difficult. On the other hand, labels can sometimes come with downsides. These might include: ● Other people making assumptions about what a child can or can’t do ● Negative stereotypes or stigma ● Risk of bullying or exclusion ● Reduced expectations from adults That doesn’t mean diagnoses are a bad thing. It just means they need to be handled carefully. A diagnosis should be a starting point for understanding and supporting your child better, not a box they’re placed into. So what should parents take from all of this? If you’re worried about your child, or navigating the world of SEND support, here are a few key takeaways to hold onto: 1. Trust your instincts You know your child best. If something doesn’t feel right, it’s worth exploring. 2. Support shouldn’t have to wait Even without a diagnosis, schools can and should put support in place. Don’t feel you have to wait for an assessment before asking for help. 3. A diagnosis can be helpful but it’s not everything It can unlock support and understanding, but it’s just one piece of the puzzle. 4. Earlier identification can make a big difference The sooner a child’s needs are recognised, the easier it is to put helpful strategies in place and protect their confidence. 5. Keep the focus on your child as a whole person A diagnosis doesn’t define your child. Their strengths, interests, and personality matter just as much as any challenges. Moving beyond the myth The idea that children are being widely overdiagnosed can sound convincing but when we look closely, it isn’t supported by the evidence. A more accurate story is this: ● We’re getting better at spotting differences in how children learn ● Many children are still slipping through the cracks ● Diagnosis can be helpful, but it isn’t a magic solution ● What matters most is understanding, support, and acceptance And perhaps the most important thing to remember is this:Children don’t need to be “fixed” they need to be understood and supported in the way that works for them. Read more from Dr Kim Collett: SEND crisis: overdiagnosis - fact or fiction? | OpenLearn - Open University

Lucy Fox is an Assistant Headteacher and Head of Foundations in Coventry. She is an early years specialist and education writer with published work in TES, Schools Week, Early Years Educator and The Guardian. Lucy is passionate about protecting the joy of childhood and creating environments that meet children at their point of need through relationships, play and language rich practice. Transition begins before September Transition is often talked about in schools as a period of tension. There is an overwhelming assumption that change will naturally lead to distress or dysregulation for young children, and what often follows is a desire to “fix” the behaviour after the fact. Every September, schools brace themselves for the inevitable settling in period. It is not unusual to hear adults talk about children “just needing time to adjust” or “just needing support to learn how things work”. In many schools, transition is still viewed as a short handover period before the “real learning” begins. But what if the quality of the September we experience is directly linked to the quality of the transition we invested in during June and July? I find myself wondering whether much of what we describe as “settling in” is actually a reflection of how little we have invested beforehand in relationships, belonging and emotional security. Transition is the first phase of learning Transition is not separate from learning. It is the first phase of learning itself. Rather than focusing solely on supporting dysregulation once it happens, perhaps we should also be asking how we can create transitions that reduce the likelihood of children feeling overwhelmed in the first place. In the early years, we know and understand that the prime areas of learning underpin the whole of child development and the ability for a child to reach his/her full potential. We know how important a child’s “personal, social and emotional development” is, and we know that the building blocks of this vital strand start with relationships. If relationships sit at the heart of children's emotional wellbeing, then transition should be viewed as an opportunity to begin building those relationships long before the first day of school. Transition is relational, not administrative Rather than viewing transition as a list of tick box exercises to be completed by the end of the school year, we should be looking at the relationships we are seeking to build with our newest pupils and thinking about how we can design a period of time which best reflects our desired outcome. And the truth is that this can look different year on year, or even pupil to pupil. Too often, transition becomes centred around logistics such as staff time and cover, and this means that the relationships we are seeking to build get lost in the transactional nature of the task. We must remember that children do not arrive at school as blank slates on the first day of term. They bring with them a whole host of previous experiences, emotions, thought processes and goals. Before children can engage confidently in learning, they need to feel emotionally safe. In order for this to happen, we must invest time in learning the identity they are bringing with them. Investing in relationships is vital for any starting point. What strong transition looks like Strong transition work begins long before children walk through the classroom doors in September. Strong provisions are those that recognise the importance of investing a good amount of time in the summer months building relationships with families. This can change the dynamics of transition completely. We know that children who feel known to adults often arrive with a greater sense of confidence and emotional security, two things that early years practitioners are recognising as concepts that children are struggling with in the autumn term. It makes sense then to rethink the way we view the transition period in the summer months. Home visits are an invaluable place to start when thinking about getting to know your families. Many schools are quick to dismiss these as inconvenient, taking staff and time out of the school day. However, the knowledge gained by spending time in an environment natural to the child and his/her parents can be second to none. Concerns can be seen or heard before the child has started school and support can be put in place long before their time with you begins. It’s important to remember that parents also need transition to feel relational rather than transactional, and taking the time to visit them, getting to know their environments and culture is a powerful way to start this relationship. During one home visit, I met a child who was clearly very anxious about unfamiliar adults coming into his space, but proudly showed me a collection of toy animals. By September, those animals had become the starting point for many of our interactions. What could have felt like a completely new relationship already had a foundation. The transition had started weeks before the first day of school. Six small transition investments that pay off in September Transition does not have to involve large budgets or complicated systems. Often, the most powerful approaches are the simplest. Anything that reduces uncertainty and increases familiarity can have a significant impact on how confidently children arrive in September. 1. Home visits Home visits allow practitioners to meet children and families in a space where the child already feels secure. They give adults valuable insight into family life, communication, interests, culture and potential barriers before the child has even started school. 2. Stay and play sessions These sessions give children time to explore the environment alongside trusted adults. They are not just visits to the classroom. They are opportunities for children to begin building familiarity with spaces, resources, routines and people. 3. Photo books or transition packs Photographs of key adults, toilets, cloakrooms, outdoor spaces and key classroom areas can help families revisit school throughout the summer. For some children, seeing these images repeatedly can reduce uncertainty before September. 4. Gathering children’s interests Taking the time to find out what children love before they arrive gives practitioners immediate ways to connect. A favourite story, toy, song, animal or interest can become the bridge between home and school in those first few days. Remembering the little things is important. 5. Nursery and childminder conversations Where children have attended another setting, transition conversations should go beyond paperwork. The most useful information is often relational and holistic: what comforts the child? How do they communicate? What helps them engage? And what might overwhelm them? 6. Clear messages to parents about school readiness Parents need to know what matters most. Rather than encouraging families to spend the summer practising formal academic skills, schools can use transition to emphasise communication, independence, confidence, play, rest and everyday routines. None of these approaches remove the challenge of transition entirely. Children will still experience change and for many this can be a difficult time. Some will still find separation difficult and so will some parents or carers. But these small investments mean that, in September, adults are not starting from nothing. Relationships have already begun. Familiarity has already been built. The child is already known. The autumn payoff The investment made in the summer months pays off in the autumn because practitioners are no longer trying to build everything from scratch. They already know something about the child. Families already know something about the setting. Children have already begun to form a picture of the adults, spaces and routines that will become part of their everyday lives. This does not mean September becomes easy. It means September becomes more informed. Adults may feel they are able to respond more quickly because they understand the child more deeply. They may notice patterns sooner, make adjustments earlier and support emotional security with greater confidence. Investment in transition should not be seen as a soft extra. If we want children to arrive in September feeling secure enough to explore, communicate, play and learn, transition cannot be reduced to a few visits, a meeting and a handover form. The summer term needs to be understood as the beginning of the relationship for the next academic year. The question is not whether we have time to invest in transition during this time. The question is whether we can afford not to.

Bio: Michelle Windridge is the National Education Lead for School-Based EYFS, championing and supporting high-quality early years provision nationwide. With over 20 years’ experience in primary and early years education, she brings together classroom expertise, school leadership, and national strategic insight. She writes regularly for TES, Teach Early Years, and Early Years Educator Magazine, and contributes to higher education as an External Examiner for Primary Education Studies and Early Childhood Studies. Her background spans senior school leadership, lecturing in education, and achieving FHEA status for her impact on teaching and learning in higher education. Having spent more than 20 years as a Reception teacher, and having experienced the starting school journey twice as a parent with my own children, I can honestly say that beginning school is often an emotional rollercoaster. As a parent, I was faced with a mixture of pride at such a significant milestone, anxiety about whether my children would settle happily, and sheer exhaustion from preparing everything they needed (a huge thank you to whoever invented iron-on name labels, they are an absolute game changer!) My experiences as a Reception teacher have felt surprisingly similar. There is always excitement about meeting a new cohort of children and beginning to build relationships with them and their families, but there is also an awareness of stepping into the unknown. Unlike other year groups in primary school, where teachers often have opportunities to visit classes, speak to previous staff members and gather detailed transition information, Reception teachers can receive children from more than 20 different early years settings. Information can sometimes feel patchy or inconsistent, with every child arriving with their own wonderfully unique experiences, personalities and needs. One thing I have learnt through both my professional and personal experiences is that relationships are at the heart of a positive starting school experience. Yet parents are often bombarded with well-meaning advice about what their child “should” be able to do before starting school. With so much information now shared widely across social media, the pressure on families can feel immense. In this article, I hope to offer reassurance, practical tips and supportive guidance from both perspectives: as a Reception teacher who has welcomed hundreds of children into school, and as a mother who has been through the process herself and come out the other side. So, what does “school ready” actually mean? Despite what social media may sometimes suggest, school readiness is not about being able to read fluently, write sentences or complete worksheets before starting Reception. In fact, most Reception teachers would agree that the skills that matter most are the social, emotional and practical ones. Current research from Kindred Squared’s 2025 School Readiness Survey found that many teachers are increasingly concerned about children’s confidence, communication and independence skills when they start school. The report highlighted that children are often finding it difficult to manage simple routines, communicate their needs or separate confidently from parents and carers. At the same time, many parents reported feeling unsure about what “school ready” really means. The good news is that there are lots of small, manageable things families can do to help children feel more confident about the transition to school, and most of them can be built naturally into everyday family life. One of the most important things you can do is focus on independence. Reception classrooms are busy places, and while staff are always there to help and support, children feel far more secure when they can manage some simple tasks for themselves. Encouraging your child to put on their own coat, use the toilet independently, wash their hands, tidy away toys or carry their own bag can make a huge difference to their confidence. It may take longer, and sometimes it is tempting to do things for them when life feels rushed, but those small moments of independence really do matter. Language and conversation are also incredibly important. Research consistently shows that children’s communication skills are closely linked to their confidence and later learning. The Education Endowment Foundation highlights the importance of early language development and meaningful interactions with adults in supporting children’s long-term outcomes. Simple things such as chatting while walking to the shops, talking about what you can see out of the window, singing songs together or sharing stories all help build vocabulary and communication skills. And speaking of stories, reading together remains one of the most valuable things you can do before your child starts school. It is not about testing them on letters or asking them to perform. It is about building positive associations with books, language and closeness. Snuggling up together with a favourite story helps children develop listening skills, imagination and emotional security all at the same time. It is also perfectly normal for children to feel anxious about starting school. Some children run confidently through the gate on day one, while others cling tightly to their grown-up’s leg for weeks. Both reactions are completely normal. Children process change differently, and there is no “correct” way to start school. As parents, we often worry that tears at drop-off mean our child is unhappy, but in my experience as a Reception teacher, children usually settle far more quickly than parents imagine. Often, the hardest part is the goodbye itself. A calm, confident and consistent goodbye routine can really help. Even when your own heart feels wobbly, children take reassurance from knowing that the adults around them trust the situation and believe they will be okay. Another thing I always encourage parents to remember is that play is still learning. There can sometimes be pressure to focus heavily on academic skills before school begins, but young children learn best through play, exploration and secure relationships. Building with blocks, dressing up, playing outside, painting, climbing, digging, pretending and simply talking together all support important areas of development. The National Children’s Bureau’s 2026 “A Better Start” report emphasised the importance of play-based learning and strong relationships in supporting successful school transitions. Sleep and routines can also make a significant difference during those first few weeks. Starting school is exhausting, not just physically, but emotionally too. Children are learning new routines, processing huge amounts of information and navigating unfamiliar social situations every single day. You may notice your child becoming more emotional, more tired or even more clingy after school. This is incredibly common. Keeping evenings calm and predictable can really help children feel secure while they adjust. It is also important to remember that every child develops at their own pace. Social media can sometimes leave parents feeling as though they are falling behind or doing something wrong if their child cannot already write their name before they start school. Please do not panic. Reception teachers are trained to meet children where they are developmentally. Schools do not expect children to arrive knowing everything already. What matters most is not perfection but confidence, curiosity and emotional security. Children who feel safe, valued and connected are far more likely to engage with learning over time. Research from the UK Parliament’s 2025 briefing on children’s wellbeing in schools found that positive relationships and a strong sense of belonging play an important role in children’s wellbeing and engagement with learning. Final Thoughts Finally, be kind to yourself as a parent too. Starting school is a transition for the whole family, not just the child. It is completely normal to feel emotional, proud, anxious or even a little lost when your child reaches this milestone. Whether you are celebrating your youngest starting school or wondering where the years have gone, those feelings are valid. There will probably be chaotic mornings, lost jumpers, forgotten reading books and tired tears along the way. But there will also be new friendships, growing confidence, exciting discoveries and those lovely moments when your child suddenly seems just a little bit bigger than they did before. And eventually, usually sooner than you think, school will simply become part of everyday life. For further advice and practical tips to support you and your child on the starting school journey, Twinkl’s Ready, Set, School hub is a fantastic source of information and ideas. References: Cary, E. and Webb, L. (2025). POSTnote 739 Children’s wellbeing in schools. (online) Available at: https://researchbriefings.files.parliament.uk/documents/POST-PN-0739/POST-PN-0739.pdf (Accessed 4 Jun. 2026). Education Endowment Foundation (2016). Communication and language approaches. (online) EEF. Available at: https://educationendowmentfoundation.org.uk/early-years/toolkit/communication-and-language-approaches (Accessed 4 Jun. 2026). Kindred 2 (2026). School Readiness Survey 2025.(online)Kindred 2. Available at: https://kindredsquared.org.uk/wp-content/uploads/2026/01/School-Readiness-Survey-January-2026-Kindred-Squared.pdf (Accessed 4 Jun. 2026). National Children’s Bureau. (2024). A Better Start: School readiness report. (online)Available at: https://www.ncb.org.uk/learning-better-start-school-readiness Twinkl. (2026). Ready, Set, School (online) Available at: https://www.twinkl.co.uk/readysetschool (Accessed 4 Jun. 2026).

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

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

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

This innovative project has ten team members, and uses a co-researchers model with four students as researchers. The team is composed of: 1.      Anna Judd-Yelland (PI) 2.      Dr Paula Addison-Pettit 3.      Mel Green 4.       Dr Carlos Montoro  5.      Catherine Carden 6.      Dr Poppy Gibson 7.      Eunice Acheampomaa (student co-researcher) 8.      Joanne Sandhu (student co-researcher) 9.       Ricky O'Connor (student co-researcher) 10. Catherine Newport (student co-researcher) Did You Know? ➤ The hidden curriculum in education has been shown to most impact racially minoritised students. ➤ Nguyen, Rienties and Richardson (2019) analysed the learning analytics of students and found that Black and Minority Ethnic (BME) students were 19-79% less likely to complete, pass or gain an excellent grade in comparison to white students despite spending 4-12% more time studying. ➤ Uneven levels of or a total lack of assessment support and preparation, when accompanied by different modes of assessment, often left racially marginalized students unprepared. What was the research was looking at? Have you heard about the idea of a ‘hidden curriculum’ in education? ➤ The hidden curriculum refers to the unintended lessons, values, and norms that students learn through social interactions and the overall environment of the school, rather than through formal teaching from an agreed curriculum. ➤ This research project, funded by PRAXIS Scholarship, explores how the Campbell and Duke’s  Racially Inclusive Practice (RIPIAG) framework can be used to support university students who enrol in distance learning . The framework has been designed to address the hidden curriculum of assessment and uneven levels of assessment preparation in studying that has been found to most impact racially minoritised students.  ➤Gutman and Younas (2024) have highlighted the importance of adopting holistic approaches to supporting students online.  This project responds directly to this call by working with the learning design team to investigate what racially inclusive practice looks like, and explore what works in terms of student experience, engagement, progression and retention. ➤Through the application of elements of the RIPIAG framework and other methods of revealing the hidden curriculum throughout the student experience of a module at university level, the project will strengthen student-tutor partnerships and contribute to equitable outcomes.  ➤The project aims to contribute to the reduction in the Black awarding gap through improving the retention, assessment submission, assessment scores, pass rates and positive student experiences for Black students in an online distance learning context. How did you conduct your research?   This mixed-methods project combines qualitative ‘Listening Rooms’ data, quantitative Virtual Learning Environment (VLE) dashboard data, and survey data from surveys sent to university students. ➤The Listening Rooms methodology (Parkin and Heron, 2022) is a qualitative research approach, especially in higher education, where friends have recorded conversations about their lived experiences using researcher-designed prompts, capturing authentic, peer-to-peer insights on themes like belonging or success. These conversations are recorded and transcribed by the researchers, using thematic analysis to draw out themes. ➤One strength of this method is that we can see how Listening Rooms offer the opportunity to reveal true participant voices outside power dynamics such as in a 1:1 interview between researcher and participant. Listening Rooms focus on generating rich data by creating a safe, private space for deep, personal sharing, often revealing nuanced perspectives on challenges like student support or diversity. ➤Through combined analysis of the survey responses, the listening room transcriptions, and the dashboard data from the university, insight and understanding will be gained. What are your key findings? This project is still in process, until Summer 2026. Any recommendations? ➤ One key takeaway for researchers we would like to highlight is the value of students as co-researchers. Having four students on our team has offered great value when designing survey tools, for example, and checking that questions are fit for purpose and have the clarity for participants. ➤ The Listening Rooms methodology is a creative way to gather student opinions and experiences without the need for direct interviewing; consider this as a tool in your next qualitative project!     Your final word …  Working on projects like this help us advance inclusive practices and promote outcomes for our learners. We can only do this if we hear voices of the learners themselves and listen to their lived experiences. How can we continue to ensure that the nuances of the ‘hidden curriculum’ do not disadvantage students? Tell us in the comments References & Recommended reading: Addison-Pettit, P., Green, M., and Henry, F. (2025), An exploration of staff perspectives about anti-racist and inclusive assessment (ARIA) in ECYS,  PRAXIS,    Aggleton, J. (2025), Optionality in assessment on E209, PRAXIS,  Breeze & Rizvi, (2023), Exploring the study journey of level three female students from South Asian backgrounds, PRAXIS,  Bell, D. (1995). ‘Who's afraid of critical race theory?’.  University of Illinois Law Review , 1995(4), 893-910.  Bonilla-Silva, E. (2018).  Racism without racists: Color-blind racism and the persistence of racial inequality in America  (5th ed.). Rowman & Littlefield.  Campbell, P., & Duke, B. (2023). An Evaluation of the Racially Inclusive Practice in Assessment Guidance Intervention on Students’ and Staffs’ Experiences of Assessment in HE: A Multi-University Case Study (Version 1). University of Leicester.  https://doi.org/10.25392/leicester.data.23579565.v1  (Accessed: 21 January 2026). Campbell, P. I. Hawkins, C. & Osman, S. (2021)  Tackling Racial Inequalities in Assessment in Higher Education: A Multi-Disciplinary Case Study .  Available at:  https://researchportal.port.ac.uk/files/80673353/Tackling_Racial_Inequalities_in_Assessment_in_HE_May_21.pdf   (Accessed: 17 June 2025).  Carbajal, G. (2024). Deconstructing Standard English Ideology: Elements of Equitable and Inclusive Language and Literacy Education for Our Times, Electronic Theses, Projects, and Dissertations. 1918.  https://scholarworks.lib.csusb.edu/etd/1918   Cross, S. and Brasher, A. (2021) Differences in assessment experience between Black, Asian and Minority Ethnic (BAME) students and White students: An initial review using IET’s SEFAR2 dataset.  PRAXIS . Available at:  https://hdl.handle.net/10779/ou.se.24352966.v1  (Accessed: 13 May 2025).  Cushing, I. (2020) ‘The Elephant in the Room: Standard English and the Politics of Language in the Curriculum’, Language and Education, 34(4), pp. 321–338.  Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.). New York University Press.    Freire, P. (2000).  Pedagogy of the oppressed  (30th anniversary ed.). Continuum. (Original work published 1970)  Green, M. and Malcolm, C. (2023), ‘Degrees of change: the promise of anti-racist assessment’,  Frontiers in Sociology , 8, DOI: 10.3389/fsoc.2023.972036, Available at:  https://www.frontiersin.org/articles/10.3389/fsoc.2023.972036/full   Gutman, L. M. & Younas, F. (2025). Understanding the awarding gap through the lived experiences of minority ethnic students: An intersectional approach.  British Educational Research Journal , 51, 990–1008.  https://doi.org/10.1002/berj.4108     Gillborn, D. (2008 ) Racism and Education: Coincidence or Conspiracy?  London: Routledge.  hooks, b. (1994).  Teaching to transgress: Education as the practice of freedom . Routledge.  Inoue, A. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. Fort Collins, CO: WAC Clearinghouse/Parlour Press, Available at:  https://wac.colostate.edu/books/inoue/ecologies.pdf   Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education.  Teachers College Record , 97(1), 47-68.  Parkin, H. and Heron, E. (2022) Innovative methods for positive institutional change: The Listening Rooms Project and student and staff ‘voice’. Educational Developments, 23 (3), 13-17. Nguyen, Q., Rienties, B. & Richardson, J.T. (2020) Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment & Evaluation in Higher Education, 45(4), pp. 594-606.  Thomas, L. and Quinlan, C. (2021) ‘Why we need to reimagine the curricula in higher education to make it more culturally sensitive’,  Widening Participation and Lifelong Learning , 23(3), pp. 37–47. DOI: https://doi.org/10.5456/WPLL.23.3.37 .    Xuereb, S (2022), Final Report - The Experience of BAME Students on DE300.PRAXIS. Report. Available at:  https://hdl.handle.net/10779/ou.se.24353695.v1  (Accessed: 13 May 2025).  Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth.  Race Ethnicity and Education , 8(1), 69-91.

There’s a kind of tiredness many parents struggle to explain. It isn’t always physical. It doesn’t disappear with sleep. And it often lingers even on days when “nothing much happened”. If you’ve ever ended the day feeling inexplicably drained - even though you didn’t do anything particularly out of the ordinary - this blog is for you. Because a huge part of parenting work happens quietly, invisibly, and without acknowledgement. It’s called emotional labour and most parents are carrying far more of it than they realise. Parenting isn’t just about doing - it’s about holding. When we think about parenting, we often picture the practical tasks: Meals School runs Bedtimes Appointments Logistics But underneath all of that is a constant emotional layer that rarely gets named. Parents don’t just do  things for their children. They hold  things for them. They hold: Big feelings that children can’t yet manage alone Worries children don’t know how to articulate Frustration, disappointment, excitement, fear Emotional fallout from school, friendships, change, and overwhelm This holding doesn’t show up on to-do lists but it takes energy all the same. Emotional regulation: the work happening beneath the surface. Children aren’t born knowing how to regulate their emotions. That skill develops over time, with support . And that support usually comes from a parent who is: Staying calm while their child is dysregulated Naming feelings when a child can’t find the words Containing big reactions without escalating them Absorbing emotional intensity and responding thoughtfully This is core developmental work - but it’s exhausting. Especially when a parent is: Tired Overstimulated Managing their own emotions at the same time Regulating for  someone else, repeatedly, day after day, requires immense emotional effort. Holding everyone else’s feelings (even when you’re running on empty) Many parents describe feeling like the “emotional hub” of the household. They are the ones who: Notice mood shifts Anticipate emotional reactions Adjust plans to prevent meltdowns Smooth tensions between siblings Carry worries so others don’t have to Often without saying a word. This kind of emotional awareness is a strength - but it comes at a cost. When you are constantly tuned in to other people’s feelings, there’s very little space left to notice your own. And over time, that can lead to quiet depletion. Why parents feel drained “for no obvious reason” Emotional labour is tiring precisely because it’s invisible. You can’t point to it and say: “That’s what exhausted me today.” But it accumulates. Parents often feel worn down because they have spent the day: Monitoring emotional climates Managing reactions Preventing escalations Regulating themselves so their child feels safe Even on days that look calm from the outside. This is why rest doesn’t always feel restorative... because emotional labour doesn’t switch off easily. Emotional labour isn’t endless - even for caring parents. There’s a myth that loving parents should be able to hold unlimited emotional space. But emotional capacity isn’t infinite. It fluctuates with: Sleep Stress Mental health Life pressures Neurodivergence Support systems Needing a break doesn’t mean you’re failing. Feeling depleted doesn’t mean you’re doing it wrong. It means you’re human. Making space for the parent, not just the child. One of the most overlooked parts of parenting support is care for the carer . Parents need: Permission to acknowledge emotional exhaustion Language to describe what they’re carrying Compassion for their own limits Support that doesn’t add more pressure Sometimes the most powerful shift isn’t changing what you do, it’s changing how you interpret your own tiredness. You’re not weak. You’re not coping badly. You’re not “too sensitive”. You’re doing emotionally demanding work. A gentle reminder, if this resonated. If you feel drained at the end of the day and can’t quite explain why - pause before blaming yourself. Consider what you’ve been holding: Feelings that weren’t yours Emotions that needed containment Calm that had to be created That labour matters. And so do you. Parenting isn’t just about raising children, it’s about sustaining the adults who care for them . The emotional labour of parenting. You deserve recognition, rest, and support - not just resilience. And you’re not alone in feeling this way. 💛

If you’ve ever found yourself lying awake at night replaying the day, wondering whether you handled something “right”… this is for you. If you’ve ever read one article that says do this , another that says never do that , and a third that makes you feel quietly judged for even asking… this is for you too. And if you’ve ever thought, Why does everyone else seem to know what they’re doing except me?   I want to gently say this first: You're not doing parenting wrong. You are doing something deeply complex, deeply human - without a manual! Parenting isn’t instinct or  expertise - it’s both (and more) There’s a myth that parenting should come naturally. That if you’re loving enough, calm enough, patient enough, you’ll just know  what to do. There’s another myth at the opposite end: that if you just read enough books, follow the right accounts, listen to the right experts, you’ll eventually crack the code. The reality for most parents sits somewhere in the middle and often nowhere near either extreme. Parenting is lived in real time. With real children. On real days. When you’re tired, overstimulated, juggling work, money, health, relationships, and a thousand invisible decisions. It’s not a controlled environment. And yet, so much advice assumes that it is. Why parenting can feel so hard (even when you’re trying your best) Many parents I speak to through RECAP say the same thing in different words: “I just want to know if I’m doing the right thing.” What they often mean is: Am I harming my child without realising it? Why does this feel harder than I expected? Why does everyone else seem more confident? Why does advice feel so conflicting? Here’s the uncomfortable truth: parenting advice often isn’t designed with real family life in mind. Research studies, professional guidance, social media tips - they all have value. But they are usually: Based on averages, not individuals Written for ideal conditions, not messy reality Simplified for headlines, not nuance Disconnected from the emotional weight parents carry When those messages are taken out of context, they can quietly turn into self-doubt. Not because you’re failing, but because the information isn’t supporting you properly. When advice becomes pressure instead of support Advice is meant to help. But for many parents, it does the opposite. Instead of feeling informed, they feel: Overwhelmed Judged Afraid of “getting it wrong” Stuck between doing something  and doing nothing And when things don’t work the way the article promised they would, the blame rarely falls on the advice. It falls on the parent. Maybe I’m not consistent enough. Maybe I’m too soft. Maybe I’m too strict Maybe I’ve already messed this up. This is where confidence starts to erode - not because parents don’t care, but because they care deeply and are trying to navigate impossible expectations. You’re Not Doing Parenting Wrong because children are not the same. One of the biggest problems with parenting advice is the idea that there is a universal solution. But children are different. Families are different. Circumstances are different. What works beautifully for one child may be completely wrong for another and that doesn’t mean either parent is doing it wrong. Some children need structure like oxygen. Others need flexibility to breathe. Some thrive on predictability. Others need room to adapt and recover. Good parenting is not about following rules perfectly. It’s about responding thoughtfully to your  child, in your  context, at that  moment in time. That’s not failure. That’s skill. So where does research fit in? Research matters. Evidence matters. Credible information matters. But research is meant to inform , not instruct blindly. Good research: Helps us understand patterns, not prescribe scripts Offers guidance, not guarantees Supports reflection, not compliance The problem isn’t parents accessing research - it’s parents being given research without explanation, without context, and without permission to adapt it. That’s where confusion creeps in. And that’s where RECAP comes in too. Why RECAP exists RECAP was created because I saw a gap and lived it myself. A gap between: Academic research and everyday parenting Expert advice and lived experience “Best practice” and real-life practice Parents don’t need more noise. They don’t need to be told what they should  be doing. They don’t need perfection. They need: Clear, accessible explanations Information they can trust Space to think, not pressure to perform Reassurance that adapting doesn’t mean failing RECAP exists to help parents feel confident - not confused- when engaging with information. You don’t need a manual - you need support, context, and trust If there were  a parenting manual, it would probably start with this: This will not go to plan. And that’s okay. Parenting isn’t about ticking boxes or getting gold stars. It’s about learning, adjusting, repairing, and trying again. You are allowed to: Change your mind Try something and decide it doesn’t fit your family Take advice and leave parts of it behind Trust your instincts alongside  good information You don’t need to be perfect. You don’t need to have all the answers. You don’t need to justify every choice you make. You are already doing something extraordinary - showing up, caring, and trying in a world that offers very little certainty. A gentle reminder, before you go If today felt hard, that doesn’t mean you’re failing. If something didn’t work, that doesn’t mean you’ve broken anything. If you’re questioning yourself, that doesn’t mean you’re doing it wrong. It means you’re parenting. And you’re doing it without a manual - but not without care, thought, or love. That matters more than you might realise. 💛

Bio: Michelle Windridge is the National Education Lead for School-Based EYFS, championing and supporting high-quality early years provision nationwide. With over 20 years’ experience in primary and early years education, she brings together classroom expertise, school leadership, and national strategic insight. She writes regularly for TES, Teach Early Years, and Early Years Educator Magazine, and contributes to higher education as an External Examiner for Primary Education Studies and Early Childhood Studies. Her background spans senior school leadership, lecturing in education, and achieving FHEA status for her impact on teaching and learning in higher education. Starting school is a major milestone for any child, and for many families, it brings a mix of excitement, pride, and worry. While some children stride into their new classrooms with confidence, others take longer to feel secure. If your child has started school but does not seem to be settling, you are not alone. Many children need more time, reassurance and support than we expect, and there are positive, practical steps you can take. Understanding When Your Child Has to Start School In England, children must start full-time education by the beginning of the term after their fifth birthday. This is known as reaching “compulsory school age,” which falls on the first 31st of December, 31st of March or 31st of August after they turn five (whichever comes first). Although most children start Reception in the September of the school year they turn five, they do not have to start school until they reach compulsory school age. This means that some families choose to delay starting school or begin part-time.  Schools differ in how they apply this in practice, so this is a conversation to have directly with the school to explore your options, understand their admissions position, and clarify what flexibility might be possible for your child ( startingreception.co.uk , 2025). If You Feel Your Child Wasn’t Ready Most children start Reception in the September after their fourth birthday. But if your child has only just turned four, you may feel they were not ready. The law allows for flexible starts, including: Part-time attendance Starting later in the year Starting the following September, after they turn five If your child is struggling to settle, revisiting these options with the school may be appropriate. You know your child best, and schools can be more flexible than many parents realise. Talk to Your Child’s Teacher: They Want to Hear from You If your child is struggling to settle, one of the most valuable steps you can take is to talk directly to their teacher about what might help them feel a stronger sense of belonging. Teachers want their children to feel safe, included and confident, and you know your child in a way no one else does. As someone who taught Reception for 20 years, I can reassure you: your child’s teacher will welcome this conversation. Sharing insights into what comforts your child, what worries them, and what helps them feel secure gives the teacher practical tools to support them. Working together makes a huge difference to a child’s confidence and wellbeing at school. Create Clear, Manageable Communication with School Every school communicates differently. Some use apps for homework and announcements; others rely on email. Spend some time to: Ensure you can log into the school’s online systems Understand who to contact and how Clarify the best way to raise concerns Know when key activities happen (e.g., forest school, PE days) As children move through school, they are expected to take increasing responsibility for communication, but many will still need support. Striking a balance between prompting your child and nurturing their independence is challenging, but it becomes easier with a reliable communication structure in place. When Anxiety or SEND Needs Affect School Attendance For some children, settling difficulties are rooted in anxiety, sensory challenges or underlying SEND needs. This can impact attendance, sometimes significantly. Reduced or Part-Time Timetables The Department for Education’s Working Together to Improve School Attendance  guidance notes that “Good attendance starts with close and productive relationships with parents and pupils” (DfE, 2024).  It’s important to remember that your child is just at the start of their school journey; education is a marathon, not a sprint. Schools want every child to thrive and are usually happy to work with you to create a plan that meets your child’s individual needs, which may sometimes include a reduced timetable. Speaking directly with the school about what will help your child feel secure and confident is a positive first step and can make a real difference in schooling journey.  Some families find that when schools focus on the child’s needs, not the clock, reduced timetables become an effective scaffold, allowing children to rebuild their confidence gradually and safely. In some cases, families adopt approaches similar to flexi-schooling, combining part-time attendance with supportive learning at home. If your child is finding the full school day too much, talk to the school about a needs-led, carefully monitored timetable rather than one driven solely by deadlines. Working Together Really Matters The most important thing is partnership. Your child’s school should want to work collaboratively with you, and you bring invaluable knowledge as the person who knows your child best. Together you can: Identify barriers Put support in place Adapt the environment Review what’s working Celebrate small steps Children flourish when adults around them communicate openly, share information and keep the child’s wellbeing at the centre of every decision. If Your Child Still Isn’t Settling Some children simply need more time. Others may need adjustments, pastoral support or a gradual approach to attendance. And some may need further assessment for underlying SEND or anxiety-related difficulties. If you remain concerned, don’t wait; reach out to: The class teacher The school's Special Educational Needs and/or Disabilities Coordinator ( SENCO) The pastoral or wellbeing team Your GP (if you suspect an anxiety disorder or mental health difficulty) Early conversations prevent problems from becoming bigger and help children feel understood before distress builds. Final Thoughts Starting school is a huge transition. Struggling to settle does not mean your child is failing, or that you are. With the right understanding, communication and support, children can grow to feel safe, confident and ready to learn in their new environment. References:  DfE (2024) Working together to improve school attendance Statutory guidance for maintained schools, academies, independent schools and local authorities . Available at: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf . Home - Starting Reception  (2025) Starting Reception . Available at: https://startingreception.co.uk . ‌

Bio: With over 30 years of experience in early childhood education, I am Twinkl's National Lead for PVI Early Years Settings, Childminders, and Parents. I am deeply passionate about the well-being and development of babies and young children, particularly during their crucial first 1000 days. My career journey is diverse, encompassing roles as a local authority consultant, manager, university lecturer, school trustee, and early years advisor, as well as various positions within nurseries. As a mother of two, I understand the challenges and joys of parenthood firsthand. Additionally, I am a Director of a Community Interest Company , dedicated to empowering children in education. My passion lies in supporting both families and educators to ensure every child has the best possible start in life. For over a decade , Twinkl has been a trusted provider of high-quality, affordable teaching resources to educators worldwide. However, there's more to Twinkl than meets the eye. What Twinkl is k nown f or:  Our dedicated teams of content  creators, production teams, curriculum writers, graphic designers, and illustrators who bring learning to life every day. They continuously create a vast and expanding library of instantly downloadable inclusive educational resources, catering to educators, parents, schools, and homeschoolers. The range covers every stage of a child’s learning journey, from maternity and antenatal care, to a baby’s first year and secondary education.    What Twinkl is l ess k nown f or:  We also foster interactive online communities across all social media platforms, offer a wide range of podcasts ,  ebooks , blogs , live webinars , and online training courses . These initiatives empower educators to build meaningful connections and achieve sustainable professional development and growth. Greetings from Twinkl Parents Our Twinkl Parents team believe  in supporting parents to create enjoyable opportunities for children to learn at home, which are filled with moments of curiosity, fun and connection. Our team is made up of parents, health professionals and experienced educators who know firsthand how to balance busy family life with meaningful learning experiences. What makes Twinkl Parents special: Easy, ready-to-go resources : Activities and plans designed for busy families who want to support age appropriate learning without the pressure. Our resources range from editable Maternity Leave letters and baby shower games, to guidance on supporting a child to adjust to a new sibling, potty training and primary curriculum activities. Weekly newsletters and updates:  Parents can sign up to weekly newsletters for free, receive age and stage appropriate activity ideas for helping your child to learn and develop through play.   A friendly online community : A welcoming space where parents share tips, ideas, ask questions to our professionals and gain support and encouragement. Inspiration year-round:  From seasonally themed campaigns and crafts ideas to our popular social media pages and groups with tips, tricks and hacks to support every family. At Twinkl Parents , we listen to our community, create resources based on your feedback, and celebrate the amazing ways families learn together. We’re not just sharing printables, we’re helping you make learning part of your child’s everyday life at home. Where to find us: Browse resources on our web page at Twinkl Parents Hub  , join one of our Facebook groups Twinkl Midwife   Twinkl Pregnancy, Baby and Toddler Group   Twinkl Parents Group  or come and find our Instagram, Pinterest, and YouTube communities for ideas and support. A warm welcome from Twinkl EYFS At Twinkl, our EYFS team has a simple mission: to be ‘ right there with you’  as you nurture those magical first years of learning and navigate Government legislation like the Early Years Foundation Stage (EYFS) statutory framework. Whether you’re an early years educator, teacher or nanny, we’re here to make every aspect of your early years practice intentional, impactful and enjoyable. Our Twinkl EYFS team is a passionate group of early years teachers and professionals, who are experts in understanding how young children learn best, through connection, exploration and fun. What makes Twinkl EYFS special: ●     Play-based learning made simple:  Discover engaging activities and plans designed to build confidence and curiosity within the prime and specific areas of learning and development. ●     Guidance you can trust:  From phonics to fine motor skills, our expertly created content supports every stage of early learning and development. ●     Policy and guidance:  Feel safe in the knowledge that all of our content aligns with current legislation, Ofsted Inspection Frameworks and Apprenticeship level course requirements. Our Business Tools content line supports PVI and childminding providers with everything from accounting spreadsheets and invoicing templates and guidance, to risk assessments and recruitment documents. ●     Supportive online communities:  Join our online spaces where early years professionals share ideas, successes, and encouragement. ●     Seasonal events and campaigns:  Sign up to take part in purposefully planned weeks and months run by our marketing teams, who provide bespoke blogs, newsletters and curated content for, school based EYFS, PVI settings and Childminders. This ensures the content you see and the messages you receive are relevant to your specific role within early years. Where to find us: Explore thousands of early years resources at : Twinkl EYFS Teaching Resources , and connect with us on: Facebook: Twinkl.Childminders   , twinklprivateearlyyears   Twinkl Early Years Practitioners Group Instagram: Twinkl EY in Schools    Twinkl Childminders   Twinkl Private Early Years Tiktok:   Twinkl EY In Schools   Podcast: Twinkl Talks: EYFS Podcast You can also find us on YouTube and Pinterest for even more inspiration. A big hello from Twinkl Home Ed Our Twinkl Home Ed motto is ‘ Together on Your Home Ed Journey ’ because we truly are here to support families at every stage, whatever your Home Education style. While many know Twinkl for its huge range of teaching templates and curriculum resources, Twinkl Home Ed offers so much more. Our team is made up of Home Educating parents and teachers, so we understand what families really need to make learning enjoyable, flexible and inspiring. What makes Twinkl Home Ed special: ●     Planning made easy : Our Home Learning Hub  is perfect for families who want structure without the stress. ●     Free live lessons and events : to spark curiosity and bring learning to life. ●     A vibrant online community : Full of friendly support, shared experiences and connection with other Home Educating families. ●     Fun events : Provided throughout the year including Twinkl Home Ed Bake-Off, Weeks of Wonder, CSI investigations and plenty more. ●     A huge library of videos : with playlists featuring follow-along lessons, online challenges, kid-to-kid content, tips on getting the most out of Twinkl, and showcases of our resources in action. We’re always listening to our members, creating resources based on suggestions, running themed weeks and competitions, and helping families discover all the features their Twinkl membership includes. This genuine care and dedication is what makes our community so special. We’re not just providing resources, we’re walking the Home Education journey with you. Where to find us: Join our   Facebook group  to connect with other families. You’ll also find us on   Instagram ,   Pinterest  and YouTube. Whatever your needs whether as a parent, home educator or setting based educator, Twinkl is here to help make your children’s learning easy, inspiring, and full of joy, with over 1,000,000+ resources and growing,   so come and take another look.

At RECAP, we’re passionate about sharing research that helps families access trusted, evidence-based information. This latest report, Teaching RSHE in the Home: Perspectives, Practices, and Support Needs of a Sample of Home Educators in the UK , explores how home-educating parents approach Relationships, Sex and Health Education (RSHE) and what support they need to do it confidently. This study was conducted by RECAP’s founder, Lucie Wheeler, as part of her role at Anglia Ruskin University (ARU), in collaboration with Education Otherwise , a leading charity supporting home-educating families across the UK. The research sought to understand: How do home educators in the UK understand, approach, and deliver RSHE, and what support do they feel they need? Why this research matters RSHE is a statutory part of the school curriculum, helping young people learn about relationships, health, consent, online safety and wellbeing. But for home-educating families - who are not required to follow the national curriculum - there’s far less guidance available. This study fills an important gap, shining a light on how RSHE is currently being taught in home settings, and where families would value more help and resources. What we found From 33 survey responses  across the UK, an overwhelming 97% of home educators said they deliver RSHE  to their children. Most described doing so informally, through open, everyday conversations rather than structured lessons - a flexible, child-led approach that reflects the ethos of home education itself. Parents viewed RSHE as much more than “sex education.” They described it as covering: Healthy friendships and relationships Consent and boundaries Emotional wellbeing and mental health Physical and sexual health Online safety and digital awareness Identity, diversity, and inclusion While many respondents felt confident in their understanding, 42% said they would welcome more support , particularly around complex or sensitive topics such as gender identity, pornography, and online risks. How families resource their RSHE teaching Home educators are creative and resourceful. They draw on books, YouTube videos, BBC Bitesize, Talk to Frank , and peer recommendations, alongside their own life experience. However, many said they struggle to find inclusive, trauma-informed, and age-appropriate materials  that reflect their values and their children’s needs. Several parents also shared that they’d appreciate guidance on how to start tricky conversations  or training opportunities  to help them navigate sensitive topics with confidence. Key recommendations Based on these insights, the report suggests five ways to better support home-educating families: Provide flexible frameworks , not prescriptive curricula. Curate a trusted directory  of age-appropriate, inclusive, values-aware resources. Offer conversation guides  on sensitive topics like consent, online risks, and pornography. Develop trauma-informed RSHE pathways  for families with lived experience of trauma. Create opportunities for parental training and peer support. In summary This research highlights the commitment, creativity, and care  home-educating parents bring to RSHE and the need for trusted, accessible guidance  to help them continue doing so effectively. By amplifying home educators’ voices, we can ensure that every child - wherever they learn - has access to the knowledge and skills they need to thrive in a complex, connected world. 📄 Read the full report:   Teaching RSHE in the Home (Wheeler, 2025) 📧