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

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

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

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

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

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

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

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

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

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