Mar 12

Dyslexia’s surprising advantages

By Iain Boyle Education, reading, special educational needs

by Drs. Brock and Fernette Eide
authors of The Dyslexic Advantage

What does it mean to have ‘a dyslexic kind of mind’ – that is, a mind that works well for many kinds of tasks, but struggles to learn to read and spell? How should we understand an individual like Dame Sally Davies, who as a young dyslexic student failed her eleven-plus exam, then went on to become Chief Medical Officer of the United Kingdom and now Master of Trinity College, Cambridge? Or how can we explain the paradoxical mix of strengths and challenges that allowed Sir Richard Branson to earn several billion pounds after dropping out of school at the age of 16?

How do we account for the fact that dyslexic people, despite their well-known challenges, appear to be over-represented in various highly competitive professions? Consider, for example, the studies of students at the Royal College of Art and the Central St. Martins College of Arts and Design, which found that students in these schools were over two-and-a-half times more likely to be dyslexic than the general UK population. Or the study from Harper Adams University that found a similar prevalence of dyslexia among students entering their engineering program. Or the study from the Bayes Business School which showed that successful UK entrepreneurs were four times more likely to be dyslexic than the general population. Or the BBC survey of over 70,000 self-made UK millionaires that found 40% showed signs of dyslexia. How, in short, should we understand the apparently paradoxical finding that people who share a particular set of learning challenges also appear to share various kinds of learning and reasoning strengths?

When the first papers on dyslexia began to appear in the medical literature in the late 1800s, they described a group of otherwise intelligent people who showed surprising difficulty learning to read. In the decades that followed, additional research showed that these difficulties were caused by a set of differences in the ways that the brains of individuals with dyslexia performed certain kinds of tasks: processing the sounds and visual structures of spoken and written words; learning to master and make automatic the various basic skills needed to read; retrieving information from memory stores; or sharing information between various parts of the brain.

Since those first reports were written, dyslexia has been viewed almost entirely as a learning disorder, and scientists and educators have focused their attention on the challenges dyslexic people share with reading, spelling, rote memory, writing, and other basic academic skills. Yet as we’ve learned more about the lives and experiences of people with dyslexia, it has become increasingly hard to maintain the view that dyslexic minds share only challenges in common, or even that these challenges are the dyslexic mind’s most important and interesting features.

Instead, a new view of dyslexia is emerging. In this view, dyslexic challenges are seen as resulting from a set of brain features whose main purpose is to equip the brain with certain mental strengths. These strengths include: three-dimensional spatial reasoning; the ability to detect connections and relationships and to comprehend systems, including human interactions and group dynamics; empathy; divergent thinking and creativity; the ability to learn from and remember personal experiences; and the ability to forecast events or make predictions. Many of these dyslexia-associated strengths appear to arise from the special ability dyslexic individuals show for performing many of their reasoning functions in a particular way: Instead of using more efficient and automatic processes that employ abstractions, generalisations, or formulas to reason in a largely logical, rule-based, step-by-step manner, dyslexic minds use mental simulations or models of objects and ideas, in which they reason using past experiences, cases, or examples to essentially ‘see’ or ‘play out’ the answers in their minds. Importantly, it appears that dyslexic minds may be predisposed to special strengths in this type of mental simulation by the very same differences in brain development and organisation that lead to challenges mastering fine-detail reading and spelling skills.

Understanding dyslexia-associated strengths is crucial both for understanding the seeming paradoxes mentioned above, and for helping dyslexic students and adults to reach their full potentials. Scientists at the University of Cambridge have recently proposed that the ‘big picture’ strengths associated with dyslexic thinking are ideally suited for exploring the world and for discovering new opportunities and resources. In contrast, minds that excel in fine-detail tasks like decoding and spelling are better suited to exploiting existing knowledge and efficiently using known resources. Neither talent is superior, but each complements the other, and together, as the researchers point out, they make our societies and organisations more adaptable to change. So not only are dyslexic minds not simply broken, but they are an essential element in human flourishing – perhaps even in survival.

It is long past time to stop thinking of dyslexic minds as merely problems to be solved, and to start recognising that they are an amazing source of creativity and talent. Every effort that we make to understand, nurture, and appreciate the advantages that are essential parts of dyslexic minds, will only increase the enormously positive contribution that people with dyslexia already make to our world.

Drs. Brock and Fernette Eide are experts on dyslexia and other learning differences, and authors of The Dyslexic Advantage (revised and updated, 2023). Find out more at: www.dyslexicadvantage.org/book

Mar 06

Love0

Pop outside and let the play begin

By Iain Boyle Childcare and Nannying, Education, environment, family, Forest School, Green

by Sylvia Roberts and Rachel Humphrey
Little Earthworms Children’s Nursery and Pre-school

The importance of children playing outside is essential to their development – countless studies over the years have shown the benefits on children’s, physical, mental and emotional wellbeing. Having worked with children in nurseries and as nannies since we were teenagers, Rachel and I are quick to spot when it’s time to get outside!

When we opened our nursery 15 years ago, one of our top priorities was having a good-sized outside space so that all our children could benefit from being outside as much as possible throughout the year. Popping on a sun hat and exploring the outdoors in the warm sunshine or dashing outside to chase the snow, no matter the time of year, being outside improves us all.

Time outside in the sunny days has an immune boosting effect on our bodies, producing vitamin D, improving our cognitive performance, and boosting our serotonin levels to support our mental health. The benefits really are endless. The quote “There is no such thing as bad weather, only different kinds of good weather” has been said in many ways over the years and we really incorporate this sentiment at our little nursery, engraining it into all our daily lives.

There is nothing better on a rainy day than getting the waterproof clothing and a good pair of wellies on and going outside, jumping in puddles. Jumping, splashing and running are just a small part of being outside. At any time of year children are able to explore risk and help work together at tasks such as setting up a game or activity together, digging in the garden preparing the vegetable patches, or going on a hunt to find where the best snails, slugs and woodlice are hiding.

Children’s friendships and social interactions can change and be explored in new ways while being outside. Children gain new confidence alongside their peers while they push the boundaries of not only their physicality but also expanding their emotional intelligence along the way.

Children love being outside, as their young minds are naturally geared towards creativity, problem solving and role play games. Vivid imaginations can flourish with outside play, all of this being harnessed and strengthened with the use of the many natural resources available to them through the art of exploration.

Children of all ages benefit from the vast sensory experiences when outside; the squelching of mud, the crinkle of leaves, the smell of flowers and plants while watching birds or looking out for rainbows overhead. There are endless opportunities within the outside environment for children to expand their knowledge and develop through their play.

We are very passionate about every aspect of outdoor learning. Children thrive outside and often have a fantastically engaged learning experience when the learning environment is based in nature.

Having structured play and free play both inside and outside is essential for children to adapt and learn in their younger years. Playing and learning new skills during their early developmental years gives children the tools to grow and thrive. So many developmental aspects are pushed to engage and prosper when being outside.

Communication and language are expanded naturally when playing outside as children feel freer to engage in loud vocal play such as shouting and whooping. Language can develop through curiosity of a new environment and enthusiasm of sharing their new experiences as they adventure through new rich habitats.

Outside time can certainly be hard to come by when living in a city but at those times it becomes even more important to pop outside and let the play begin.

Living in Sussex, we are lucky that there are so many outside spaces and fantastic natural areas that, with adult support, children can explore and enrich their lives through. There are many parks, small green spaces, gardens, open fields, nature reserves and, of course, not forgetting the beautiful beaches. The joy of engaging with nature is limitless!

Being outside, children are engaged and full of life while gaining so much through the opportunity of developmental play. Children harness their natural environmental experiences, socialising, growing and learning about the outdoors, while engrossed in nature in a myriad of technicolour ways.

Does life really get any better?

Sylvia Roberts and Rachel Humphrey own Little Earthworms nursery and pre-school on Ditchling Road in Brighton. Having worked in childcare for more than 50 years between them, they have been running the nursery for 15 of those wonderfully enriching years! The nursery is a large open plan bungalow with a beautiful spacious garden for our chickens, vegetable patches and of course our pirate ship for many an adventure! Please call or email to come and have a look around. Tel: 01273 243182 Email: Little.earthworms2010@gmail.com

Mar 04

Love0

Involve children in gardening

By Iain Boyle Education, environment, Forest School, fun for children, Gardening, Green

by Victoria Rumens
Studio Hummingbird

Cultivating minds and bodies

Gardening is a simple but powerful way to spend quality time with your children while supporting their mental and physical health. In today’s world, where screens often dominate our family life, introducing your little ones to gardening can be a breath of fresh air – literally. A well-designed garden isn’t just a patch of soil; it can be a place of discovery, creativity and joy for children, providing memories that stick with them for life.

Gardening: A calm oasis for young minds
We all want our children to grow up happy and resilient, and spending time outdoors in the garden is a wonderful way to nurture that. Gardening combines physical activity with moments of quiet focus, creating a natural way to unwind. For children, the act of planting seeds or watering flowers can bring a sense of accomplishment and calm. Studies even show that green spaces help reduce stress, improve mood and boost concentration.

Gardening also teaches patience and persistence. Children learn to wait for seeds to sprout and flowers to bloom, showing them the rewards of time and care. For little ones struggling with anxiety or focus, repetitive, hands-on tasks like digging and planting can be especially grounding.

A natural workout
Pulling weeds, pushing wheelbarrows and digging soil are fantastic ways to keep children active and improve their coordination. These tasks also help develop fine and gross motor skills, which are essential in their early years.

Gardening can also spark an interest in healthy eating. When children grow their own vegetables or herbs, they’re far more likely to try them on their plates. Imagine the pride they’ll feel plucking a juicy tomato or picking fresh basil for the family dinner – it’s an experience that nurtures both body and soul.

Reconnecting with nature
Children are naturally curious about the natural world and a garden is the perfect place for them to explore it. Watching a bird build a nest in a birdhouse, noticing how bees buzz around flowers, or learning how compost helps plants grow can ignite a lifelong fascination with nature.

Step away from screens
Let’s face it – it’s tough to compete with the omnipresence of screens. But gardening offers something screens can’t – the joy of creating something real with their own hands. When children see their flowers bloom or vegetables grow, the sense of achievement is unmatched. This hands-on activity can naturally pull children away from devices, offering them a fulfilling and creative way to spend their time. As parents, we can make gardening a family affair. Whether it’s planting a bed of bright flowers or designing a vegetable patch together, these shared experiences build memories and strengthen bonds. Plus, you’ll enjoy the benefits of fresh air and sunshine alongside them.

Make gardening fun
If you’re wondering how to make gardening more exciting for children, here are a few tips to get started:
1. Pick child-friendly plants: Choose plants that grow quickly or are especially colourful and fun, like sunflowers, snapdragons or strawberries. Children love to see fast results and bright colours.
2. Add a playful touch: Create little paths or secret spots for children to explore, like stepping stones leading to a hidden patch of flowers or a ‘fairy garden’ corner.
3. Grow snacks: Edible plants like peas, carrots and cherry tomatoes are easy to grow and give children a tasty reward for their efforts.
4. Use child-sized tools: Smaller spades, gloves and watering cans make gardening more accessible and enjoyable for little ones.
5. Invite wildlife: Bird feeders, a bug hotel or even a small and safe water feature can turn the garden into an exciting habitat. Children will love spotting different creatures and learning about them.

Lifelong lessons in responsibility and growth
Gardening isn’t just about growing plants; it’s about growing life skills. When children take responsibility for watering plants or pulling weeds, they learn how small daily efforts lead to big results. They also see first-hand the importance of caring for living things, fostering empathy and compassion.

Beyond these practical skills, gardening encourages creativity. Whether it’s designing a flower bed or choosing what to plant, children have the chance to express themselves. These moments of decision-making and problem-solving can help build confidence that carries over into other areas of their lives.

The big picture: A healthier future
Introducing your children to gardening now can have a lasting impact. Early exposure to outdoor activities instils a love for fresh air and movement, setting the foundation for an active lifestyle. The connection they develop with nature may also inspire them to make eco-friendly choices as they grow up.

Gardening teaches children to appreciate the world around them and the effort it takes to sustain it. Whether they go on to grow their own gardens or simply carry an appreciation for nature, the seeds you plant today will shape the way they see the world tomorrow.

Victoria Rumens is passionate about promoting sustainability and creating gardens that support family wellbeing. As the owner of Studio Hummingbird with years of experience in designing gardens, she advocates for hands-on learning through nature-based activities.
For further details on Victoria’s work please visit www.studiohummingbird.com

Mar 01

Love0

Nurturing creative learning

By Iain Boyle children's health, Early Years, Education, family, Forest School, Playing, Relationships

by Sharon Mee
Artpod Brighton

Creativity is the spark that fuels curiosity, innovation, and self-expression. For children and young people, engaging in creative learning is more than just an enjoyable pastime – it’s a powerful way to develop essential skills, build confidence and navigate the world. We’re passionate about making creative opportunities accessible to everyone, empowering children and families to unlock their potential through the arts.

What is creative learning and why does it matter?
Creative learning is about fostering a child’s imagination and encouraging them to think critically, solve problems and express themselves in unique ways. Unlike traditional rote learning, which often focuses on memorising and repetition, creative learning emphasises exploration, experimentation and personal growth.

The benefits are wide-ranging:
• Boosted emotional wellbeing: Creative activities provide an outlet for children to process emotions and reduce stress.
• Enhanced problem-solving skills: By thinking outside the box, children learn to approach challenges with confidence and flexibility.
• Improved social connections: Collaborative projects foster teamwork, empathy and communication skills.
• Celebration of individual strengths: Creative learning recognises and nurtures each child’s unique talents and abilities, especially for neurodiverse learners.

For neurodiverse children, creativity can be transformative. It provides a way to express feelings and ideas that may be hard to verbalise, and it allows them to develop skills at their own pace in a supportive, flexible environment.

How parents can foster creative learning at home
Creative learning doesn’t have to be confined to schools or workshops. With a bit of imagination, parents can create a home environment where creativity flourishes.

Here are some tips to get started:
1. Provide open-ended materials
Stock up on versatile materials like paper, paints, cardboard, glue or even household items like pasta and fabric scraps. Open-ended resources encourage children to invent, design and build without strict instructions.
2. Encourage curiosity and questions
Instead of giving answers right away, ask them questions like, “What do you think would happen if…?” or “How might you solve this?” to inspire creative thinking and problem-solving.
3. Dedicate time for play
Unstructured play is a cornerstone of creativity. Set aside time where children can explore their interests, experiment and let their imaginations run wild.
4. Incorporate creativity into everyday activities
Turn daily routines into creative opportunities – designing patterns while setting the table, inventing bedtime stories together or cooking meals as a collaborative ‘art project’.
5. Celebrate effort, not perfection
Encourage children to take risks and try new things, emphasising that mistakes are part of the learning process. Celebrate the effort they put into their creations rather than focusing on the outcome.
6. Explore the arts together
Visit museums, attend performances or explore virtual art galleries. Experiencing creativity as a family can inspire children to pursue their own artistic interests.
7. Join workshops and community events
Look for local workshops or online classes to expand your child’s creative horizons.

Creative learning is a gift for life
In today’s fast-paced, tech-driven world, creative learning is more important than ever. It gives children a sense of agency, helping them navigate challenges and find joy in self-expression. Whether at home or in one of our workshops, nurturing creativity is a gift that lasts a lifetime.

Explore a world of imagination with Artpod. Visit Artpod’s website to discover workshops, events and resources that bring creative learning to life for your family. Together, we can inspire the next generation of thinkers, makers and dreamers. www.artpodbtn.com

Mar 01

Love0

Put a spring in your step

By Iain Boyle Education, Family Farms, Forest School, Green

by Nicola Henderson
Godstone Farm

Spring is a season of renewal, vibrancy and life, offering the perfect opportunity to step outside and revel in the wonders of the natural world. A day outdoors in spring can provide numerous benefits, from enjoying the beauty of nature to boosting physical and mental wellbeing. In the UK, the changing landscape during this season is nothing short of magical, with blossoming flowers, lush green fields and the arrival of new life on farms. For families, especially those with children, spending time outdoors in spring can be an enriching and rejuvenating experience.

One of the most enchanting aspects of spring in the UK is the visible transformation of the environment. After the cold and often grey days of winter, the arrival of spring brings a burst of colour and activity. Trees begin to bud, flowers like daffodils, bluebells and tulips bloom in vibrant hues and wildlife emerges from its winter slumber. Parks, gardens and countryside trails become havens of beauty, offering a feast for the senses.

One of the highlights of spring is witnessing the birth of baby farm animals. Across the UK, farms open their gates to visitors, giving families a chance to see lambs frolicking in fields, calves taking their first steps and piglets nuzzling close to their mothers. These experiences not only delight children but also provide an opportunity to learn about the cycle of life and the care that goes into raising animals. Observing these scenes fosters a connection with nature and can leave lasting memories for both children and adults.

Physical activity is another key benefit of spending a day outdoors in spring. The milder temperatures and longer daylight hours make it an ideal time to engage in activities such as walking, cycling or playing sports. Exploring local parks, hiking trails or simply running around in open spaces can boost cardiovascular health, improve stamina and strengthen muscles. For children, outdoor play is essential for their physical development. Activities like climbing, skipping or playing ball games help improve coordination, balance and motor skills while allowing them to burn off energy in a fun and constructive way.

Beyond the physical advantages, spending time outdoors in spring has a profound impact on mental health and emotional wellbeing. The increase in natural sunlight helps regulate sleep patterns and boosts the production of serotonin, a hormone associated with happiness. The vibrant colours and dynamic scenery of spring are uplifting, offering a natural antidote to stress and anxiety. For children, the freedom to explore and interact with their surroundings nurtures curiosity and creativity.

One of the most remarkable aspects of spring is its ability to engage children in noticing the transition from winter. This shift is marked by the lengthening days, the warming air and the emergence of new life. Children can observe how trees that were bare during winter become adorned with fresh green leaves or how the once-frozen ground is now a carpet of wildflowers. These experiences provide valuable lessons about the changing seasons and the rhythms of nature. For young minds, this awareness can inspire a sense of stewardship for the planet and a deeper connection to the world around them. These shared activities strengthen relationships and provide a break from the distractions of screens and daily routines.

For parents, encouraging children to spend time outdoors in spring is an investment in their overall development. Outdoor play allows children to develop social skills through group activities and fosters resilience as they navigate challenges like climbing a tree or building a den. Moreover, unstructured play in natural settings stimulates imagination and problem-solving abilities, skills that are essential for their growth.

The benefits of springtime outdoor activities extend beyond children to adults as well. Gardening, for instance, is a therapeutic activity that promotes mindfulness and provides a sense of accomplishment. Walking or jogging amidst the beauty of nature can be a powerful stress reliever, helping to clear the mind and improve mood. Spring is a time to recharge and embrace the energy and vitality that the season brings.

In conclusion, a day outdoors in spring is an invitation to reconnect with nature, nurture physical health, and uplift the spirit. The unique characteristics of spring in the UK, from blooming flowers and baby animals to the gentle warmth of the sun, make it a season that beckons us to step outside. For children, the opportunity to play, explore and learn from the changing environment is invaluable, fostering growth, joy and a lifelong appreciation for the natural world.

As families venture outdoors this spring, they will find not only the beauty of the season but also the boundless benefits it brings to body, mind, and soul.

Godstone Farm in Surrey offers enriching outdoor experiences all year round and welcomes a variety of baby animals each spring. www.godstonefarm.co.uk

Jan 30

Love0

Five ways to support your dyslexic child

By Iain Boyle Education, numeracy skills, reading, special educational needs

by Kate Griggs
founder and CEO of Made By Dyslexia

One in five people are dyslexic. It’s the most common neurodiversity and learning difference, and can be identified as early as preschool, though research suggests that as many as 80% leave school without knowing they’re dyslexic.

Dyslexic brains literally think differently to others, and that’s a good thing! After all, some of the world’s greatest changemakers have been Dyslexic Thinkers, from Thomas Edison inventing the light bulb to Steve Jobs creating the iPhone. Seeing things differently has helped dyslexics to invent things we can’t live without, imagine what others couldn’t see and solve problems that others weren’t able to crack.

Dyslexic Thinkers have incredible strengths in creativity, problem-solving and communication skills. Sadly, traditional benchmarking in schools means exams can’t always measure the valuable Dyslexic Thinking skills that dyslexic children have.

When I was nine years old, my life was transformed when a teacher saw past my test scores and recognised my Dyslexic Thinking skills. These skills are the very things that help me succeed in my role today, and I use them every day to do something that I absolutely love.

I have seen the same ‘success formula’ in thousands of dyslexic people, young and old.

It’s the formula I encouraged with my own children, which has led them into fulfilling careers too.

Here are five things every parent can do to support your child with dyslexia:
1. Spot their strengths
If you’re a parent of a dyslexic child, the most transformative thing you can do is to help them spot their dyslexic strengths, instead of being defined by their challenges. Focusing on things they are naturally good at, instead of what they find tricky, leads Dyslexic Thinkers into jobs they love and lives that are fulfilling.

Dyslexics excel in the subjects they love because they tap into their Dyslexic Thinking skills, such as creativity, exploring and questioning (often performing much better than their peers), but they may struggle to grasp other skills their peers find easy (organisation, spelling, punctuation and grammar).

Often in dyslexic children there is a mismatch in what they seem capable of and the written work they produce. On paper they might have a hard time articulating and organising their ideas but when you ask them to verbalise what they’re thinking they blow you away by the richness of their vocabulary and the complexity of their ideas.

2. Build their self-esteem
Spotting Dyslexic Thinking and focusing on someone’s strengths is key to building self-esteem. Because otherwise, they lose confidence in themselves and their ability to learn. There is a real danger that when children find things challenging that their friends find easy, they lose heart and mistakenly believe they are less able or less intelligent than their peers (when neither is the case). Dyslexic Thinking is a valuable sought after skill, so every dyslexic should be encouraged to be proud of how they think.

3. Support them with positive praise
Research suggests that we are most motivated to improve when we hear negative and positive comments in a ratio of 1:5. That’s five pieces of praise for every one negative comment. It’s true in teaching and it’s true in relationships and workplaces. Positive praise is vital for dyslexic children. And even if certain things are challenging, each small win should be celebrated. It’s vital to acknowledge and highlight Dyslexic Thinking skills in every dyslexic child, so these children can experience the success they deserve.

4. Empower them
Not only is focusing on Dyslexic Thinking skills crucial to building positive self-esteem but it will help us find the careers that we’ll be successful at and feel fulfilled in. For instance, young vegan chef, CBBC presenter and YouTube star Omari McQueen found that school and his extraordinary dyslexic mind didn’t quite fit. But then he discovered his passion for cooking. Now, he runs his own vegan dip company, presents a CBBC TV cookery show, hosts his own YouTube channel and has written a cookbook. Proving, of course, that when dyslexic children are empowered to find and focus on their Dyslexic Thinking skills, they are truly unstoppable.

5. Trust your gut
You know your child better than anyone, so trust your gut when asking for help. Most teachers aren’t trained, and many schools don’t like to label. Be persistent. Identification of dyslexia, even if it’s via a screener, not a formal assessment, is life changing for dyslexic children as it gives a reason for their struggles and strengths. The label is a good thing. Dyslexia is a superpower! The most important thing is to help them find what they’re good at – and do lots of it. By focusing on their dyslexic strengths, they can and will go far.

Kate Griggs is a Dyslexic Thinking expert, founder and CEO of the global charity Made By Dyslexia, host of the Lessons in Dyslexic Thinking podcast and the author of Xtraordinary People (a book for young xtraordinary people made by dyslexia Dyslexic Thinkers) and This is Dyslexia (a book for adult Dyslexic Thinkers) – a new and revised edition was published in October 2024.

Jan 28

Love0

How to teach your children about the world around them – even when it’s doing its worst

By Iain Boyle Early Years, environment, Forest School, Mental health, Relationships, Wellbeing

by Katie Harrison
Founder of Picture News

As our children grow, they become more aware of the world around them. Some events are sensitive and divisive, with global news often being unavoidable – including for children. Stories can be encountered online, on newspaper front pages, or via chatter in the playground. But what if the news didn’t have to be something to try to shield children from? As parents and carers, we can responsibly share current affairs with children, to equip them with tools to develop and learn from the world around them.

Make news discussions age-appropriate
Consider children’s age and developmental stage when planning your news discussions. You may wish to use visual content, including images and videos, but remember to vet these before sharing with children. For younger children, simplifying news events into relatable concepts, like being kind or unkind, fair or unfair can be effective. For older children, divulging more information can be appropriate. Reactions and understanding of news stories will differ for all children, but be confident that you know them best as you gauge how much information to share. News conversations can work well in the morning, to give children plenty of time to digest what’s happened, then reflect and share any questions or worries with you during the day.

Consider your role and influence
Be sure to observe and regulate your own reactions, language and behaviour when discussing news with children. As parents, we know children can be impressionable, and therefore may detect and emulate any fear or hatred they observe around them. We can responsibly ensure children mirror positive behaviour when discussing current topics. Try to maintain a healthy environment that is considerate and respectful. Think carefully about the language you use and try to stick to the facts. Be clear if parts of the discussion are your own thoughts, and be honest with children if you are unsure on a response to a question – you don’t have to know all of the answers! Instead, navigate the news together as events occur.

Help children work through their emotional responses
News stories can prompt emotional reactions for all of us. Some stories can dominate headlines and social media feeds or directly affect children, so it’s important to let them have emotional outlets in response. Children may bottle up how they’re feeling about events unfolding in the world, so making time to talk in a safe, familiar space can be of benefit. Give children a variety of tools to communicate how they feel; they might prefer to talk, write, or use creative approaches. You could use visual aids, discussions, post-it notes, emotion cards, smiley faces or art. Exploring how a news story makes your children feel can be a genuine opportunity to explore their understanding of emotions – what it means to feel an emotion, how emotions can change over time and how they manifest differently for everyone.

Support children to develop empathy
Current affairs contain a spectrum of opinions and experiences, which help children learn that we all hold different perspectives to be respected. This can support children in forging connections between themselves and others; by exploring other people’s experiences depicted in the news, children can build empathy, consider others, and practise relating to people. Such an awareness is a useful tool to help children become well-rounded, thoughtful citizens, who care about others.

Look for the positives together
Nestled within sensitive topics tend to be positive stories that follow. During times of hardship reflected in the news, we can often find examples of communities pulling together in response, which ultimately show our children lessons of morality, citizenship, and unity. So if you’re unsure how to approach a sensitive news topic with children, try sharing stories about more uplifting, responsive events that emerge. This helps you address heavier issues through an accessible, less unsettling lens. There are many positive acts that follow turbulent events we can share with children.

Inspire children to use their voice
Headlines are full of people using their voice to make a change – and children can do the same. Take the time to empower children to know that an awareness of what’s happening in the world can help them speak up as active citizens. The news is happening now, and with your support and guidance, children can act on their ideas and opinions. Whether it’s helping their community or writing letters, children can be encouraged to believe in their own ability to create positive change locally, nationally, or even globally.

There are many important lessons within news events that can help children grow and develop. Sharing the news with the younger generation comes with responsibility, but with the right tools and guidance, children can learn valuable lessons of citizenship, empathy and morality, whilst discovering the world they live in.

Katie Harrison is a former teacher and founder of Picture News, a supplier of teacher resources for creating engaging and exciting lessons about current affairs so children can learn about the world around them. For further information please visit www.picture-news.co.uk

Jan 27

Love0

“… But I’m soooooo bored.” Should boredom be part of your child’s daily routine?

By Iain Boyle Education, family, fun for children, Mental health, play, Playing, Relationships, Wellbeing

by Laura Tristram
www.lumii.me

In today’s fast-paced society, boredom is typically viewed as something negative to be avoided. However, new research from the Child Mind Institute suggests that allowing children to experience boredom can actually be beneficial for both them and their parents.

Why is boredom seen negatively?
Parents, influenced by societal narratives, often perceive boredom as an unproductive and negative state. Being busy is often equated with success, leading to the belief that boredom signifies laziness. However, it’s time to rethink this notion, as boredom can play a significant role in children’s development and mental health. When children are bored, they are prompted to use their imagination and creativity to entertain themselves. This self-directed play fosters curiosity, helps them discover their interests, and enhances their innovative thinking. Research shows that engaging in monotonous tasks can boost creativity when later performing creative activities.

Overcoming challenges
Boredom teaches children resilience by encouraging them to persevere through challenges rather than becoming discouraged. This ability to persist is crucial for facing future obstacles and cultivating a proactive mindset. Dealing with the ‘problem’ of boredom enhances their problem-solving skills and self-reliance, fostering a sense of initiative and independence.

Social skills
Unstructured playtime allows children to interact with peers, developing essential social skills like negotiation, collaboration and communication. These skills are vital for forming relationships and working well with others. Successfully finding ways to entertain themselves boosts children’s confidence, helping them take risks and explore new things, thereby strengthening their self-esteem.

Positive wellbeing
Allowing children time to simply ‘be’ can significantly improve their mental health by reducing anxiety and stress. It gives them the opportunity to process their thoughts and emotions. Unstructured time helps children engage with their surroundings, often resulting in cherished memories and a happier childhood. Despite initial resistance, periods of boredom can lead to a more fulfilling and creative life.

Four easy ways to introduce more boredom
Parents can create opportunities for boredom by resisting the urge to overschedule their children. Here are four tips to help incorporate boredom into a child’s routine:
1. Set aside one day a week without structured activities
Encourage children to create their own activities on this ‘activity detox’ day, helping them explore their interests and creativity.
2. Provide simple toys
Offer materials like blocks, art supplies and household items to inspire creativity and free play.
3. Reduce screen time and encourage outdoor exploration
Take your child to open spaces and allow them to explore independently, fostering a sense of independence and creativity. Limit the use of electronic devices and encourage imaginative play instead.
4. Be a role model
Show how to embrace boredom by engaging in creative activities yourself and limiting your own screen time.

Experiencing boredom helps children develop crucial life skills such as resilience, problem-solving, and creativity, which are essential for their future success and wellbeing. Boredom also helps children build tolerance for less enjoyable experiences and encourages mindfulness, self-reflection and interpersonal communication skills.

It’s a valuable lesson for all: alongside your to-do list, create a ‘let’s be’ list. Make time to be mindfully present with those around you.

Amidst the rushing around, take a moment to walk and clear your head. These idle moments without a to-do list are important for mental clarity and happiness.

For both you and your child, embracing boredom can enhance resilience, creativity and productivity. Could embracing boredom be the antidote to burnout? By incorporating boredom into daily routines, you can help your child develop a happier, more balanced childhood.

So, the next time your child complains of being bored, resist the urge to immediately organise something for them. Instead, embrace the opportunity to foster their creativity, growth and wellbeing.

Laura Tristram is a teacher, mum and mental health and wellbeing lead. For more information please visit www.lumii.me

Nov 08

Love0

Forest School- what is it all about and why is it so beneficial to children?

By Iain Boyle Early Years, Education, environment, Forest School, Green

by Melanie Parr
Managing Director, Lymley Wood CIC

So many people are talking about Forest School at the moment, we thought it would be good idea to explain what it’s all about and why so many children benefit from a day out of the classroom, learning in nature. Forest School takes place in a woodland or natural environment and is aimed to support the development of a lifelong relationship between the learner and the natural world. Forest school is not just taking learning outside, it’s a unique and child centred way for children to learn using their innate curiosity about the natural world, animals and the joy of being allowed to get muddy!

The Forest School movement started in Denmark in the early 1950s as a result of a parent taking her own children and neighbours’ children to gather together in a nearby forest – an unofficial form of daycare which proved popular among other parents in the community. Arriving in the UK in 1993, today Forest School happens all around the world and in the UK has its own association (www.forestschoolassociation.org) that oversees the quality of provisions and provides training for Forest School leaders in order that the settings provide a well-planned, safe and inspiring curriculum for the children attending Forest Schools.

Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. It supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting. This means that children attend regularly throughout the school year and the curriculum uses the changing seasons and the natural space to support learning. There is also a focus on helping children navigate the social and emotional aspects of learning and education, and for this reason, is a go to option for parents whose children may struggle at a regular school, or for those children who have special educational or additional needs.

Some schools, especially primary schools, have added Forest School to the timetable but nothing is quite the same as the children accessing a woodland space rather than a school field or small area in the school grounds. Forest School is not a ‘subject’. Rather, it’s that all subjects can be taught in a fun and meaningful way but outdoors, Forest School style, instead of in a classroom. If we want to achieve a holistic education that uses play and nature rather than prescribed separated ‘subjects’, then freedom to be allowed to learn at their own pace and guided by a child’s own natural curiosity is key. Maths outcomes can be achieved through counting dug up worms or collected leaves or acorns just as well as with traditional classroom resources. Art lessons using self-made natural dyes and paints, or by creating some ‘land art’ is a fun way to learn creativity. PE on a rope swing, tree climbing or an adventure playground in the trees is a great physical ‘lesson’. Learning history through digging in mud for ‘archaeological remains’ or making a traditional tool using stones and sticks – it really brings learning to life.

A quality Forest School provider will also support children to learn how to manage their own risk and understand their own physical abilities or limitations. This builds safety skills, resilience and a sense of achievement as the children have freedom to undertake personal and physical challenges in a way where they can make their own decisions and are not distracted by parents’ fear or safety concerns.

Sussex has some great Forest Schools and a setting such as Lymley Wood can also help with families who need to access funding for children who have an EHCP, as their Forest School is an alternative education provision.

If your children are home educated or on part-time timetables then looking at Forest Schools is a fabulous forest schooling option to engage them in their own education.

Mel Parr runs Lymley Wood CIC based near Five Ashes, in East Sussex. For further details please feel free to call 07951 257813 or visit www.lymleywood.co.uk

Nov 07

Love0

A holistic approach to education

By Iain Boyle Education, Girls school, Relationships, Wellbeing

by Rebecca Mudde
Prep School Head of Academic Mentoring and Thinking Skills at St Catherine’s Prep School, Bramley

In the world of education, the wellbeing of students is like the compass guiding their journey – a fundamental aspect that shapes not just academic success but the overall experience of learning and growing. Schools are not just places of learning; they are the foundation for building well-rounded individuals ready to face the challenges of life. Academic success should not come at the expense of a student’s overall wellbeing.

Schools are where children learn to socialise, make friends and deal with all the ups and downs of life. By focusing on their wellbeing, we are helping them build social skills, empathy and resilience. The result? Children who are not just academically able but also emotionally intelligent and ready to face the complexities of the real world.

By prioritising wellbeing, we are not just helping the students feel good about themselves; we are boosting their brainpower. A healthy mind does not memorise facts; it thinks creatively, critically and stays engaged in the learning process. In providing a positive school environment, we are not only improving outcomes but also instilling a genuine love for learning, making education a lifelong adventure.

Academic success is intrinsically linked to mental and emotional health, and as such it is important to implement innovative programmes to support the balance. Having a dedicated wellbeing space where students can visit and take time out of their day to relax and reflect is a beneficial resource.

A key too, in any school, is the pastoral team who play a pivotal role in shaping a school’s culture. Pastoral teams are not just mentors; they are champions of mental health, promoting positive wellbeing practices among not only the students but staff as well. Through workshops and awareness campaigns, the pastoral team can contribute to the creation of a supportive community where both students and staff feel valued.

By implementing programmes that address mental health openly, we are not just tackling stigma; we are providing a safety net for students to talk about their worries. We provide them with the support they need to help prevent bigger issues developing down the road by equipping them with the tools to cope with life’s challenges.

By placing happiness and mental health on the priority list, we are not just nurturing minds; we are setting the stage for futures filled with promise and balance. Happy minds lead to bright futures.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school. Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

Education

Dyslexia’s surprising advantages

by Drs. Brock and Fernette Eide
authors of The Dyslexic Advantage

Pop outside and let the play begin