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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) 📧

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

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

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

Jessica Wythe (she/her) is a doctorate researcher specialising in Special Educational Needs and Disability (SEND) at the College of Education and Social Work, Birmingham City University. Passionate about inclusive education, her work focuses on creative, hands-on teaching methods to enhance learning engagement and improve academic outcomes for learners with SEND.   Did You Know? ➤ Children with autism often learn best when their personal interests are part of the lesson. ➤ Games like Minecraft and Roblox can actually help children and young people with autism engage more deeply in learning. ➤ Gamification, using elements of games in non-game settings, is being used more and more in UK classrooms. ➤ Emerging research shows that when learning is fun and interactive, children are more likely to retain information and stay focused.   What was the research looking at? This research project looked at how using games in the classroom, especially with popular characters and platforms like Minecraft, could help children with autism (ASD) engage more with their learning. It focused on younger children (ages 5–7) in mainstream primary schools and explored whether gamified lessons helped them stay focused, motivated and better understand and remember what they were being taught.   How did you conduct your research? ➤ Interviews with primary school teachers about how they use games and elements of gaming in their lessons to improve learning engagement. ➤ Observations comparing traditional lessons with lessons that included gamified elements and the impact of these strategies for children with ASD.   What are your key findings? ➤ Gamification can significantly improve engagement and motivation for children with autism. When teachers used game-like elements, such as challenges, races, rewards, and favourite characters, children with ASD were more focused and eager to take part in learning activities. ➤ Linking learning to children’s personal interests (especially gaming) can make a big difference. Many children with autism have strong attachments to specific games or characters. When these were used in lessons, it helped build a bridge between the child’s world and the classroom, boosting their participation and understanding. ➤ Teachers reported that gamification made learning more hands-on, enjoyable, and inclusive. Using familiar gaming concepts like points, levels, and competition encouraged active involvement and gave children more chances to succeed in ways that felt fun and meaningful to them. ➤ However, some concerns were raised. Teachers worried that over-relying on games could lead to dependency on technology or make it harder to transition back to non-gamified tasks. Time constraints and the extra effort needed to plan these activities were also challenges they faced. Any recommendations? ➤ Teachers should explore using popular games and characters in their lessons, especially ones that children already enjoy, like Minecraft or Roblox. Tapping into these special interests can help children with ASD feel more connected to their learning. ➤ Blend traditional and gamified approaches. While gamification is powerful, it works best when balanced with other types of teaching. Planning a variety of activities helps prevent over-reliance on tech while still engaging children’s interests. ➤ Provide training and support for teachers on how to use gamification effectively. Not all educators feel confident with game-based learning, so professional development is needed to show how gamification can be used across different subjects and abilities, without needing lots of tech or time. ➤ Encourage flexibility and creativity in the classroom. Teachers should be supported to adapt their teaching based on their pupils’ individual needs and passions, including making space for spontaneous or playful learning moments.   Your final word … Gamification isn’t just about making learning fun - it’s about making it work for every child. With the right balance, games in the classroom can open doors for learners with autism and help them thrive and reach their full learning potential.   Have you ever seen a game or app really capture your child’s attention? How do you feel about games being used in schools as part of learning? Jessica has published the following: Wythe, J. (2024) Gamification in Education: How Gaming Can Be Used as a Tool to Drive Student Engagement and Increase Learning Outcomes for Children with Autism Spectrum Disorder (ASD). In: L. Dumin, ed. Pedagogy: Using Television Shows, Games, and Other Media in the Classroom. Wilmington: Vernon Press, pp. 39-52. https://books.google.co.uk/books?hl=en&lr=&id=CiEGEQAAQBAJ&oi=fnd&pg=PA39&ots=ApNCng9ASz&sig=y0R1s1bS9Er3Z9pTMQUZPuRhXB4&redir_esc=y#v=onepage&q&f=false   Recommended reading Birbili, M. & Melpomeni, T. (2008) Identifying children's interests and planning learning experiences: Challenging some taken-for-granted views. In: Early Childhood Education: Issues and Developments. New York: Nova Science Publishers. Brigham, T. J. (2015). An introduction to gamification: Adding game elements for engagement. Medical Reference Services Quarterly , 34 (4), 471-480. https://doi.org/10.1080/02763869.2015.1082385   Courchesne, V., Langlois, V., Gregoire, P., St-Denis, A., Bouvet, L., Ostrolenk, A. & Mottron, L. (2020). Interests and strengths in autism, useful but misunderstood: A pragmatic case-study. Frontiers in Psychology , 11 (569339), 1-13. https://doi.org/10.3389/fpsyg.2020.569339 Dunst, C. J., Trivette, C. M. & Masiello, T. (2010). Influence of the interests of children with autism on everyday learning opportunities. Psychological Reports, 107 (1), 281-288. https://doi.org/10.2466/04.10.11.15.21.PR0.107.4.281-288 Rutkin, A. (2016). How Minecraft is helping children with autism make new friends. New Scientist. Available at: https://www.newscientist.com/article/mg23030713-100-how-is-helping-children-with-autism-make-new-friends .

Get ready to hit that subscribe button! We're thrilled to announce the arrival of our brand-new podcast series, RECAP , this weekend! Prepare for fresh perspectives, captivating narratives, and thought-provoking dialogues that we can't wait to share with you. But before we eagerly jump into this new chapter, let's take a moment to celebrate the incredible journeys we've embarked on together through our previous series. It's been an amazing experience connecting with so many inspiring individuals and exploring a diverse range of topics. Series One  was a fantastic starting point, introducing us to some truly remarkable guests: Emma Tanfield  offered heartfelt insights into motherhood, parenting, and navigating life with CHARGE syndrome. ▶️ https:// open.spotify.com/episode/1sQ5IMac97so7LstjOy54V?si=e0749c811e154431 Ashley Short  guided us through the enriching world of the 5 Cs of Home Education. ▶️ https:// open.spotify.com/episode/7cDdw7S0oa4XLlpjBrEGU1?si=b8f020ace0f3452d Dr Poppy Gibson  shared her warm and moving experience of adopting her daughter. ▶️ https:// open.spotify.com/episode/1ZnRT8QszkYXoptX82vATv?si=deafb4303bcb4646 Carly Navin  shared her inspiring story of motherhood, Montessori principles, and her entrepreneurial journey with her partner. ▶️ https:// open.spotify.com/episode/3iyaaty97QbbjrX0F0byv4?si=0aca8240e3dc4e14 Sarah Sudea , the founder of Finding the Flex, illuminated the benefits and practicalities of Flexischooling. ▶️ https:// open.spotify.com/episode/3mTGJfbPZrXjWs6ZLJLsof?si=c5928d02475e4898 Author Rachel Dove  bravely explored the unique challenges and triumphs of navigating life as a SEN mum. ▶️ https:// open.spotify.com/episode/7DXzcwndIPYLcC9TENKz12?si=d4471e11348b42e2 Dr Sarah Wall  shared her powerful and raw story of parenting while living with cancer, alongside her valuable research on attachment. ▶️ https:// open.spotify.com/episode/76hu6uIR9WNLYrzMEEdWUz?si=457079d079f34fd7 And in a truly special episode, we welcomed our first mother-daughter duo, Laura and Ellie James , who shared their experiences with neurodiversity and their day-to-day management strategies. ▶️ https:// open.spotify.com/episode/1sp6eUOBLPwzhhRAwIEXh7?si=221092b160c14059 We then launched into Series Two , which continued to deliver insightful conversations: Tara Appleton , a mum of two, shared her experiences and strategies for parenting a child with a serious allergy. ▶️ https:// open.spotify.com/episode/4rOYzDr4hnDy3mpH73Lql4?si=0e56bf67f6fe411e Rob Jones  offered valuable perspectives on behaviour, emotional health, and overall wellbeing. ▶️ https:// open.spotify.com/episode/0r38YhsTgVHHhqwm4KLByt?si=10798c9b227845f5 Dr Lewis Fogarty  provided great insights into leadership and education, all while juggling the demands of being a dad to two boys. ▶️ https:// open.spotify.com/episode/7DCLZknwhiLmtbcexGJh3A?si=22b38a6fa2df4284 Dr Kay Aaronricks  shared her fascinating research on childminding and the crucial importance of supporting this often-overlooked workforce. ▶️ https:// open.spotify.com/episode/093E5Pqtgl0IRBPr3qHvBs?si=85a4fcbe7e854169 Shingi Kandi , a PhD researcher, enlightened us with his research on the powerful connection between Outdoor Learning and SEND. ▶️ https:// open.spotify.com/episode/2gTGO2u16yHlMKSiMYWYK1?si=3fe1000a73684288 Dr Jo Bowser-Angermann , an associate professor and children's author, not only discussed teaching and learning but also shared a delightful excerpt from her children's book! ▶️ https:// open.spotify.com/episode/2FFQ8ow1Z5YV0yeoG8rhZG?si=fbd35ebb53f74481 Melanie Grabowski  and I had a captivating discussion exploring the intersection of autism, Montessori education, and elective home education. ▶️ https:// open.spotify.com/episode/6vVM0MfwW7k8IdhYhVpcQC?si=31229d531f924755 And we concluded the series with the incredibly moving and heartfelt story of how Simon Preston  navigated the difficult journey of parental grief. ▶️ https:// open.spotify.com/episode/5iSCnpbfXjMAXYMRb8KZRm?si=1e1f6e8e7e8c4509 And just when you thought that was all, we dove headfirst into Series Three : We kicked things off with the dynamic duo behind The Autism Wellbeing Project, Emma Eager and Emily Abbott . ▶️ https:// open.spotify.com/episode/2wejccIIGOPN6mp8GhG41T?si=0b416be035a74b78 Veena Virahsammy  then took us on an inspiring journey into the world of alternative provision and how she established Oxford Creators. ▶️ https:// open.spotify.com/episode/0Z8Ga1dklPAsjuzIwgkOG1?si=bfdeb197771e4ebb Melissa McCormick  shared her incredible knowledge and expertise on careers and support specifically for home-educated young people – truly invaluable! ▶️ https:// open.spotify.com/episode/0kU9vKS4uxYsm206ekN66t?si=230ffb879e084825 Mark Stewart  is on a vital mission to help left-handed children thrive, and our conversation with him was truly eye-opening. ▶️ https:// open.spotify.com/episode/5wkcGruFehUHIWFcb1OSH7?si=6f2184b6316c45c3 Dr Amanda Gummer  graced us with her insights on the crucial role of play in child development, alongside her work with The Good Play Guide. ▶️ https:// open.spotify.com/episode/6TKfQtB6NDWzZydXwcvnN3?si=f0589649b7754b2f Carl Scott  from Project Youth CIC shared his inspiring journey of helping young people overcome significant challenges. ▶️ https:// open.spotify.com/episode/51dQVuudlUSQx3YEsVECtf?si=a51cf5bcc8284fa0 And we wrapped up the series with a thought-provoking chat with Ben Davie  on the importance of both mental and physical fitness, and how he balances this as a dad. ▶️ https:// open.spotify.com/episode/3GJw4WCKTaPqVrimGYDi64?si=f1601f8f655c4888 Phew! What an incredible journey it's been. But the adventure continues! Are you ready for Series Four ? Because we absolutely are! Mark your calendars! The brand-new RECAP  podcast series launches this Saturday ! We can't wait for you to join us for what promises to be another series filled with insightful conversations and inspiring stories. Stay tuned for the official launch and get ready to tune in!

Liz Staples has dedicated her studies and working practice to understanding how neurodivergent learners experience and engage with education. This work is driven by her own lived experience of having ADHD and raising neurodivergent children which highlighted the challenges for neurodivergent individuals in education at any stage.    Did You Know? ➤It is suggested that as many as 20% of children and young people are neurodivergent. ➤There is twice as much chance neurodivergent young people will experience school exclusion than their peers without SEN. ➤A study by Fleming et al (2017) suggests that young people with ADHD are more likely to have a low educational attainment level – significantly a whopping 3 times more likely than their typical  peers. What was the research as looking at? This research involved working with a mainstream secondary school and six  neurodivergent  young people from year 11. I met with the young people over four months to listen to their experiences of the many facets of schooling. The research was designed to hear their voices so that I could understand what school was like for them. These findings will then be written into a report which the hosting school are keen to learn from.  How did you conduct your research? ➤ The research was relaxed and directed by the students. I did provide a small amount of initial structure to act as a starting point before they shared what they wanted me to know. These small group discussions made it easier for the students to feel secure when sharing their stories with me.  ➤We ‘walked & talked’ around the school grounds which gave the young people the opportunity to feel relaxed and talk freely.    ➤ I provided the young people with an instant camera and asked them to take me around their school and take photographs of areas which reflected positive or negative experiences for them. For example, half of the group photographed the school canteen and remarked that it is usually very noisy and too crowded which overstimulated them.    What are your key findings?   ➤  Understanding and patience from friends is vital for reassurance and affirmation.  ➤Noise levels are often difficult to cope with in both the learning and social spaces.   ➤Teachers often move onto new topics before students have truly grasped the concepts and knowledge taught at that time.    Any recommendations?  ➤Students and staff need educating about neurodivergence.  ➤Teaching pace needs to be reflexive to the student’s needs.  ➤Classroom practices need to respond to student’s needs and build in movement breaks, variation of teaching styles with interactive sessions and build in time for knowledge embedment.     Your final word … Educating about the realities and complexities of neurodivergence is key to creating inclusive environments and effective learning spaces. I suggest that there are changes which can be made from a neurodivergent viewpoint which would improve educational experiences for all students.    This research study is being presented at the BERA 2025 national conference.  What does your child’s school do to meet your child’s needs that is working?   Is there a strategy in place to help that actually does not? If so, why does a well-intentioned strategy not work?  Recommended reading Cook, A. (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article. Journal of Research in Special Educational Needs, 24 (3). Pp. 627-636. https://doi.org/10.1111/1471-3802.12656   Department for Education (2021). Special educational needs in England: June 2021.  https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england    Fisher, N. (2024). “What does neurodiversity really imply for education?” https://www.bps.org.uk/psychologist/what-does-neurodiversity-really-imply-education    References: Mentally Healthy Schools https://www.mentallyhealthyschools.org.uk/factors-that-impact-mental-health/vulnerable-children/neurodiversity/    National Autistic Society  https://www.autism.org.uk/advice-and-guidance/professional-practice/neurodiversity-education    (Guldberg et al, 2022)  https://www.birmingham.ac.uk/documents/college-social-sciences/education/reports/causes-and-implications-of-exclusion-for-autistic-children-and-young-people.pdf    Fleming et al, 2017 https://jamanetwork.com/journals/jamapediatrics/fullarticle/2624340