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children’s health

child bouncing

Stay active all winter

By | children's health, Health, Mental health, play, Playing, Uncategorized

We’re all aware that regular physical activity is important and has many health benefits. But even some very active children have a difficult time keeping exercise going during the winter months. The weather is probably horrible, it gets dark earlier, and a ‘duvet day’ can be very appealing!
However, whatever the weather, it’s important to keep little ones active and help them stay that way by developing an exercise habit from before they even start school. The NHS recommends that to maintain a basic level of health, children aged five to 18 need to do:

• At least 60 minutes of physical activity every day – this should range from moderate activity, such as cycling and playground activities, to vigorous activity, such as running and tennis.
• On three days a week, these activities should involve exercises for strong muscles, such as push-ups, and exercises for strong bones, such as jumping and running.

This sounds a lot but can be made more manageable by combining structured activity classes with fun exercises at home, and building fitness into your everyday routine. It can then help promote healthy weight management and reduce the risk of many chronic diseases.

Get outside
Just because it’s cold outside does not mean you have to stay inside! The key is to wrap everyone up in layers and to keep moving. Moving around outside and getting your heart rate up will help keep you warm as well. Walk to school or part of the way, once a week, go to the park, or play outside with friends. Children’s farms still have plenty going on in the winter and there is lots of space to run around in. Most of them now have vast outdoor play areas and you can warm up with a hot chocolate in the café afterwards.

Choose another indoor location
Especially in the winter months, getting out of the house will help prevent children getting cabin fever, and can mean they will sleep better at night. Try choosing a location that also incorporates physical activity with lots of fun such as a leisure pool, soft play centre, ice rink or indoor climbing.

Enrol children into a new class
If you want to get your children involved in something fun and consistent, enrol them in a regular class. It’s a great way to try something new, be active, and meet new people – for them and you. Trying new activities is a great way to figure out what children might like. There are lots of classes for preschool children upwards. Classes for preschoolers are all about having
fun while being active. Classes are age-appropriate, and babies can start at many of them from six months, and so by the time they reach school age exercise has become a healthy habit for them, and their social skills will also be enhanced.

Build exercise into your routine
Everyday activities can count as exercise too, as long as your children are getting their heart rates up. Things like walking the dog, biking to the shops, or going to the park on the way home from school all help. Incorporating these activities into your children’s daily routines will help them develop a healthy lifestyle that will stay with them for the rest of their lives. An hour a day is the target, but these activities can be accumulated throughout the day not necessarily all at once.

Limit screen time
We are all aware that even very young children are spending increasing amounts of time in front of a screen, which includes television, videogames, computers and phones. Whilst children are at primary school you are almost completely in charge of what they eat and what they watch, so don’t let them get used to spending hours in front of a screen every day. If screen time isn’t allowed to become a habit whilst they are young, you will have far less problems getting them off screens as they become older.

In order for children to find exercise fun, they need lots of variety. And when they find exercise enjoyable, they are much more likely to stick with it over an extended period of time. Avoid the boredom factor by offering as many different options for activity as possible. Plus, trying new physical activities together as a family will not only benefit your children’s health, but can help fight the winter ‘blues’ too. So, get up, get moving, and stay active this winter!

Why recognising the early signs of mental health issues in children is crucial

By | children's health, Health, Mental health, Relationships, Uncategorized

Children and young people’s mental health has never been so high on the public agenda. Figures released recently show that 5% of children aged five to 10 have conduct disorder; this increases to 7% as young people approach secondary school years (Green et al.) and referrals to child mental health units from UK primary schools for pupils aged 11 and under have risen by nearly 50% in three years.
In May this year, former Prime Minister Theresa May announced a funding package to provide teachers and care workers with training on how to spot the signs of mental health issues. The wide-ranging package of measures make sure staff have the confidence and skills they need to identify mental health issues in young people before they become critical.

However, concerns have already been raised about the lack of mental health services available to young people once issues have been identified. Shadow Health Secretary Barbara Keeley said: “Once again we hear warm words from the Prime Minister on mental health, but the reality is that mental health services are stretched to breaking point and people with mental health problems aren’t getting the support they need.”

The most common mental health problem affecting children are conduct disorders (severe and persistent behavioural problems). Severe and persistent behavioural problems starting before secondary school years which go unsupported can have a long-term impact on children’s mental health and life chances.

Early years and education providers have a responsibility to provide staff with the training and support required to recognise early signs of mental health problems at this young age. Equipping staff with the skills to recognise warning signs and behaviours could lead to a child gaining the support they need to maintain mental wellbeing.

It’s a subject very close to the heart of Ann Poolton, Head of CPD Courses at BB Training, and her team. “We are very passionate about this issue. Not only can early identification save children from stressful situations, but it ensures staff are better placed to support young people in their care. We continue to offer best practice advise and training on this subject both internally and externally, as we understand the importance of promoting good mental health for children and staff alike.”

The funding now available should be used by employers to provide the necessary training required to give teachers the confidence and ability to cope with the rise in mental health issues in children.

Ann concluded: “For people working with young children, it is key that they are able to recognise the early signs of mental health problems and understand how to develop strategies to build resilience in children. The environment they grow up in, and their ability to handle the pressures and stresses of growing up, all play an important role in preventing problems from developing.”

Is your child anxious?

By | children's health, Education, family, Health, Mental health, Relationships

Are you finding it hard to get support?
Help is at hand…

 

Half of all lifetime anxiety disorders emerge before the age of twelve with around 15% of children being thought to suffer from an anxiety disorder.
(Anxiety UK)

A certain amount of this emotion is considered to be normal in everyday life but once it begins to impact upon a child in a negative and persistent way it becomes a problem. Sometimes it revolves around a child’s social life and friendship issues. It may be more about fear of failing academically. It could include uncertainty about the future, fear of the dark, problems sleeping and school avoidance. However it presents itself, there are some very useful cognitive behavioural techniques that may be used to help the child think in a different way about their problems.

Guided Parent Delivered Cognitive Behavioural Therapy (GPD-CBT) is a new evidence based service designed to support parents struggling to get help with their child’s anxiety. The programme which is being offered through the charity, Anxiety UK, has been designed to help increase parents’ confidence and empower them to support their child.

The positive impact that a parent can have in helping their child to overcome their problems should not be underestimated. This is emphasised throughout the sessions. There are a number of advantages to working solely with parents or guardians instead of with the child, not least the fact that parents are considered to be the experts on their own children.

CBT has been extensively researched.
It is a solution focused time limited form of treatment and one which is most often recommended by the NHS to patients needing support for a number of mental health problems.

The therapist registered with Anxiety UK to deliver these sessions, will work collaboratively with parents, providing them with strategies they can use at home to help their child, between the age of seven and 12, overcome anxiety.

Four one hour sessions are conducted with the parents face-to-face, by phone or web cam and two 15 minute sessions take place over the phone or via web cam. The support package includes a copy of ‘Helping your Child with Fears and Worries: A self-help guide for parents’ by Professor Cathy Cresswell and Lucy Willetts.

Annabel Marriott is registered as an Anxiety UK GPD CBT practitioner.
For further information or to arrange an informal chat about Guided Parent Delivered CBT, Toolkit for Anxiety workshops or self-help groups, please email Annabel at: annabel@toolkitforanxiety.com
www.toolkitforanxiety.com

How to get your children to sleep on Christmas Eve

By | children's health, Christmas, Health

Getting young children into their beds and staying there can challenge parents at the best of times, let alone the night before Christmas; one in three adults have to jump out of bed on Christmas morning between 4am and 7am!
World sleep expert from the University of Oxford and co-founder of digital sleep improvement programme Sleepio, Professor Colin Espie, has given us his top five tips to get your kids off to sleep before Santa arrives.

1. Be active during the day
There is plenty of evidence that regular exercise can help you fall asleep faster and stay asleep through the night. Take a break from Christmas movies and head to the park to help expend excess energy in good time before bed.

2. Stick to bedtime routines and rituals
A consistent bedtime routine, or a set of specific ‘rituals’ before lights out, will signal that it’s time to sleep. If you’re staying away from home, find ways to recreate parts of the routine, even if they are happening later than usual. Preparing for bed in the same order each night (such as bath, brushing teeth, stories, goodnight hug), will help with readiness for sleep, wherever you are. Even a few days of a consistent schedule should help your child settle in a new location. Bringing familiar bedding, toys and books will help them to relax and feel secure away from home.

3. Act before your child gets overtired
Young children are often reluctant to admit that they’re tired – even more so when the alternative to bed is playing with shiny new toys. Look for signs of sleepiness before your child starts to be overtired, which is often the driver for ‘hyper’ behaviour. Try to start the bedtime routine at a consistent time. If they really don’t feel tired, they can play quietly in their bed or crib with the lights low. If you notice that your child is often overtired at night, experiment by shifting the whole bedtime routine forwards by 15-30 minutes.

4. Give plenty of notice
Give plenty of notice when bedtime is coming up, and then stick to what you’ve said: “In 10 minutes the cartoon will end and it’ll be bath time, and then we’ll have time for two books.” A timer which rings when playtime runs out could be a useful ‘independent’ signal that it’s time for bed. If your child refuses to stay in bed, try to avoid giving extra attention for bad behaviour. Be as neutral and uninteresting as you can as you return your child to bed, even if you have to do this a few times. Consistency is key – even at Christmas – to help the whole family sleep well.

5. And if all else fails…
With a house full of guests, your child may understandably feel as though they are missing out on all the excitement by going up to bed. If you’ve followed the tips above and still have a stubborn and weary young one, hanging onto the bannisters in protest, the suggestion that Father Christmas only leaves presents for children who are asleep might just be enough incentive to encourage lights out.

Why imagination is the most valuable type of thinking

By | children's health, Education, Health, Mental health
by Neel Burton
psychiatrist and author of Hypersanity: Thinking Beyond Thinking

Einstein held that imagination is more important than knowledge: “I am enough of the artist to draw freely upon my imagination. Knowledge is limited. Imagination encircles the world.”

Until very recently, most human societies did not mark a strict divide between imagination and belief, or fiction and reality, with each one informing and enriching the other. In fact, it could be argued that, in many important respects, the fiction primed over the reality – and even that this has been, and no doubt still is, one of the hallmarks of homo sapiens.

The uses of imagination are many, more than I can enumerate. Most children begin to develop pretend play at around fifteen months of age. What are children doing when they pretend play? And why are they so absorbed in works of imagination? When I was seven years old, I would devour book after book and plead with my parents for those not already in the bookcase. By playing out scenarios and extending themselves beyond their limited experience, children seek to make sense of the world and find

their place within it. This meaning-making is full of emotion – joy, excitement, awe – which finds an echo in every subsequent act of creation.

Whenever we look at an object such as the Mona Lisa, we see much more than just the frame and the brushstrokes. In fact, we barely see the brushstrokes at all. In imagination as in our dreams, we ascribe form, pattern, and significance to things, and then reflect them back onto those things. Without this work of interpreting and assimilating, the world would be no more than an endless stream of sense impressions, as it might sometimes seem to those who lack imagination, with no hope of escape or reprieve. More than that, by imagination we are able to complete the world, or our world, by conjuring up the missing parts, and even to inhabit entirely other worlds such as Middle-earth or the Seven Kingdoms.

If imagination lets us feel at home in the world, it also enables us to get things done in the world. Science advances by hypothesis, which is a function of imagination, and philosophy makes frequent use of thought experiments such as the brain in the vat, the trolley problem, and Plato’s Republic. More than that, imagination enables us to form associations and connections, and thereby to apply our knowledge to real life situations. It opens up alternatives and possibilities and guides our decision-making by playing them out in our mind. So many of our failures are in fact failures of the imagination.

Imagination is the highest form of thought, and almost divine in its reach. With enough imagination, we could identify and solve all of our problems. With enough imagination, we would never have to work again – or, at least, not for money. With enough imagination, we could win over, or defeat, anyone we wanted to. But our imagination is so poor that we haven’t even imagined what it would be like to have that much imagination.

I’m lucky to have received a decent education, but one thing it certainly didn’t do for me is cultivate my imagination. In fact, medical school in particular did everything it could to destroy it. In recent years, I’ve been trying to recover the bright and vivid imagination that I left behind in primary school. For that, I’ve been doing just three things, all of them very simple – or, at least, very simple to explain:
• Being more aware of the importance of imagination.
• Making time for sleep and idleness.
• Taking inspiration from the natural world.

Our schools and universities privilege knowing over thinking, and equate thinking with reasoning, and reasoning with logic. This has done, and continues to do, untold harm. Instead of digging ourselves in deeper, we need to make more time and space for thinking. And we need to rehabilitate alternative forms of cognition, such as emotion and imagination, that can support, supplement, or supplant reason and return
us to wholeness.

Neel Burton is a leading psychiatrist and author of Hypersanity: Thinking Beyond Thinking priced £12.99.
To find out more visit www.neelburton.com

A guide to your baby’s visual development

By | children's health, Education, Safety, Vision

Once a baby is born they face a number of milestones, for example smiling for the first time and rolling over. We are told when their first tooth will appear and when they will have health visitor appointments but little is said about how their eyes develop and what their vision is like. At birth babies do not see as well as older children or adults. Their eyes and visual system aren’t fully developed, significant improvement occurs during the first few months of life.

There are some milestones to watch out for in your child’s visual development. It is important to remember that not every child is the same and some may reach certain milestones at different ages. Babies born prematurely or with low birth weights are more likely to have vision problems. This is because their eyes miss out on the final stages of development towards the end of pregnancy.

Birth – 3 months:
Their vision is just starting to develop.
What to expect:
• Anything more than 20-30cm away from their face will just be a blur.
• Their world is black and white with shades of grey, as colour vision has not yet developed.
• They will only see large shapes, high contrast (big differences between light and dark) objects, bright lights and movement.
• They may only hold their gaze for a couple of seconds and will not be able to fixate with both eyes. It will be normal for their eyes to ‘wander’ at this age.

Things you can do:
• Develop that visual bond with them by trying to stay within 20-30cm when interacting with them – by
2 weeks they may start to recognise you. (Help them with this by not changing your appearance)
• Alternate sides when feeding to encourage equal visual development of both eyes.
• Use movements and bright contrasting colours (black, white and primary colours – reds, blues and yellows) in their room and with their toys to help stimulate their vision

3 – 6 months:
Depth and colour perception start to develop.
What to expect:
• They should start to watch and study their own hands as well as toys.
• They should begin to follow moving objects with their eyes and start to reach for things around them.
• Eye movement control and eye/body co-ordination skills steadily continue to improve – soon they can move their eyes without turning their head.

Things you can do:
• Help develop their eye tracking by talking to them as you walk around the room.
• Encourage visual development by frequently adding or changing and moving objects around their cot and room.
• Start to develop their visual memory by playing ‘peek-a-boo’ and similar games.
• Book their first eye examination at 6 months.

6 – 9 months:
What to expect:
• Their ability to hold attention increases.
• They should start to show interest in pictures, and recognise partially hidden objects.

Things you can do:
• Now is the time to start showing and reading simple books to them.
• Encourage the crawling phase – it helps develop better eye/hand co-ordination.
• Further develop their visual memory by playing ‘hide and seek’ with toys under a blanket then revealing them to them.

9-12 months:
What to expect:
• By 10 months of age, babies should be able to grasp objects with thumb and forefinger.
• They should be able to judge distances fairly well and throw things with some precision.

Things you can do:
• Play simple games like building blocks and rolling a ball back and forth. These help develop their grasp and also improves eye movement co-ordination and hand/eye co-ordination.

2 years onwards:
What to expect:
• Their eye/hand co-ordination and depth perception should be well-developed and their vision almost at adult levels.

Things you can do:
• We recommend that children should have their eyes examined annually.

NHS sight tests are FREE for children under 16

At all ages:
If you notice any of the following you should take your child to see a health professional as an evaluation is warranted as soon as possible.

• An opaque, white glow or white reflection in the pupil of an eye (the dark area in the centre of the eye.)
• A missing or altered ‘red eye’ reflection in photographs.
• Instances where the eyes do not appear to look in the same direction (a squint.)
• Watering, red,
sore or swollen eyes for no obvious reason.
• Drooping eyelids.
• A change in the colour of the iris (the coloured part of the eye) especially if only one area.
• Increasing sensitivity to light.
• You suspect that may be a deterioration in sight.

Please contact us if you have any concerns or questions. A PDF version of this is available upon request that can be added to your child’s
red book.

Barnard Associates is an established independent, Optometric providing clinical eye care, contact lenses and spectacle dispensing for over 30 years.
We recommend eye examinations for
all children from 6 months of age
or sooner if you have any concerns.
Our Optometrists specialise in
paediatric eye care ad have additional qualifications to provide visual assessments associated with dyslexia, dyspraxia, ADHD and learning difficulties – we welcome
any questions you may have
regarding your eye health.
Phone: 01273 77238
Email: reception@barnard-associates.co.uk

 

NHS sight tests are FREE for children under 16

Is your child falling behind at school?

By | children's health, Education, fun for children, play, Relationships, Uncategorized
by Polly Warren
Centre Manager at First Class Learning – Brighton

Could tutoring be the answer?

With children facing tougher exams and tests such as the new style GCSEs and the more challenging SATS tests for seven and 11 years olds, the tutoring industry is continuing to boom for children across the board, with a quarter of all school children receiving some form of tuition in 2018.

However, concerned parents are hiring tutors for their children not only for exam preparation, but for a whole number of reasons from helping give their children’s self-confidence a boost to giving them an extra challenge in their strongest areas. Some use tutors to help catch up with school work after absence, others to help their children grasp key concepts in maths or English if they’ve been struggling.

Whatever the reasons, tutoring has been shown to improve school performance, confidence and self-esteem, as well as help children develop independent study skills and learn at their own pace.

Maths is the most popular subject for tuition (77%), followed by English (55%) and then science (30%).

How to choose the right tuition for your child
In the past, choosing a tutor was largely based on personal recommendation, but nowadays the industry is far more professional and there are many different tutoring services to choose from.

One-to-one tutoring at home
These lessons usually take place in the student’s or tutor’s home and involve just the pupil and tutor. One-to-one attention may be required if a child is really struggling in a subject or if they have a complicated learning style, but this traditional option is by far the most expensive. One-to-one tutors charge on average between £25 and £40 per hour, working out between £100 and £160 per month.

One-to-one and small group tutoring at a study centre
During these sessions, an expert tutor will be responsible for no more than six children at a time. The tutor not only works with each child on their own individualised learning programme by providing expert support and guidance, but they also encourage independent learning.

When children study alongside other children in this sort of small, focused group, the pressure of sole one-on-one attention is taken off individual children, whilst allowing for one-to-one help from the tutor when needed.

This type of tutoring is typically cheaper than private one-to-one tutoring but can still be highly effective. Many children prefer it as it is not as intense as one-to-one home tuition and helps keep learning fun. Study centres charge between £60-£70 a month.

Parents of Evie, who attended Brighton’s First Class Learning’ study centre say:“We were really impressed with how much the support helped Evie. She has a much more positive attitude to learning and we can see a huge improvement in her confidence, ability and approach to her
maths work.”

Online tutoring
Online tuition is tutoring that takes place over the Internet using a communications programme such as Skype or Google+. Private online tutors are often more affordable (£20-£30 per hour) as they will not be required to travel and may choose to tutor more than one student at once, but many parents feel uneasy that tutors will not be in direct contact with the student.

It really makes a difference!
Extra tuition really can make a huge difference, and it’s more affordable and accessible than ever. Once a child starts understanding the material, the frustration, anxiety and apprehension they felt about schoolwork will disappear, and they will carry this new found confidence with them back to the classroom, allowing them to blossom and genuinely start to enjoy learning again.

Polly Warren is a teacher with many
years of experience across a range of educational settings, and Centre Manager of First Class Learning’s (FCL)
study centre in Brighton.
Please contact Polly on 01273 730873
www.firstclasslearning.co.uk/
brighton-withdean
brighton@firstclasslearning.co.uk

Parenting attitudes

By | children's health, family, Mental health, Relationships

Parents in the South East give the most praise, opt for reasoning over shouting and believe kindness is the most important attribute for their children to have, according to the results of an international parenting study.

As many as 94% of parents in the region agree that they regularly praise their youngsters – the highest of anywhere in the UK. Hugs and love are also a favoured method of rewarding good behaviour, with 53% of parents in the region siting affection as their chosen reward.

When it comes to discipline, parents in the South East value reasoning with children more than parents elsewhere in the UK. However, they are also the most likely to resort to using the silent treatment. 15% of those surveyed admitted to using this punishment – almost three times more than the UK average.
Kindness is the attribute that parents in the region believe is the most important for children to have, according to the research. They also value their youngsters being fun more than parents elsewhere in the country.

Insights into the region’s parenting style have been released following international parenting research conducted by My Nametags (www.mynametags.com), a global provider of name tags for children. The company compared the attitudes of thousands of European parents with children aged 16 and under and found that British parents are the strictest in Europe.

When it comes to discipline amongst British parents, over a third admit to being firm with their children – more than other EU countries.

Parents in the UK are also more likely to resort to star charts and bribery to encourage good behaviour. In fact, while a quarter of Brits use star charts as a form of discipline, this is less common overseas. Only 5% of parents in Italy and Portugal use the same approach.

At mealtimes, 48% of British parents expect children to eat ‘grown up’ foods and have good table manners. Over half uphold rigorous bedtime routines, while nearly 60% admit to regularly saying ‘no’ to things to teach their children patience. It seems the British parenting style is most different from those in Italy, where parents are the least strict. In fact, one-third of Italian parents admit to not being firm at all with their youngsters.

While British parents may be the strictest, they allow children to be far more independent from an early age compared to other countries, according to the research. Only 70% offer children help with everyday tasks – 10% less than the rest of Europe.  This might explain why UK residents are among the least likely to still live with their parents after the age of 18.

free flu jab

Free flu jab?

By | children's health, Education, family, Health, vaccinations and ailments

This year all primary school aged children will be offered the nasal spray flu vaccination via the school-based programme. Schools will be sending forms home for parents to complete and return. Clinics are available for children who miss the vaccination in school.

All 2-3 year olds (on 31st August 2019, i.e. those born between 1/9/2015 to 31/8/2017) are also being offered the nasal spray flu vaccine at their GP surgery.

The nasal spray flu vaccine is quick, painless and effective. The vaccine will benefit the child directly by protecting them against the flu, but also helps protect those they come into contact with who may be more vulnerable, for example, young siblings and elderly relatives.

In addition, the flu vaccine will be offered to those more vulnerable to a serious infection including those aged 65 and over, pregnant women, all adults and children over 6 months with an underlying health condition (including chest complaints or breathing difficulties, heart problems, liver or kidney disease, diabetes and anyone who has had a TIA or a stroke), everyone living in a residential or nursing home and anyone who cares for an older or disabled person.

Vaccination is the most effective protection we have against the virus and the best way to protect yourself. It is best to have the flu vaccine as early as possible. The flu vaccine needs to be given each year to be effective.

If you are eligible for your free flu jab, speak to your GP practice or participating pharmacy to get more information. If you are unsure if you are eligible, please visit the NHS flu website where there are full details of everyone who is eligible. If you are not eligible many pharmacies will offer the flu vaccine at a small cost.

For more information visit: www.nhs.uk/flujab or www.westsussexwellbeing.org.uk/fight-flu

dangerous bike

Have you been seen?

By | children's health, Education, Safety, Sport, Uncategorized

by Keith Baldock
Brighton & Hove Road Safety Officer

Winter’s short days and long nights mean visibility on the roads can often be challenging. Added to this, inclement weather including fog, rain, mist and snow, along with wind, can make life more difficult. With children we do the best to ensure they are protected, aware that they haven’t the experience to manage risks on the roads. However, as adults our brains have developed to make assumptions in order to cope with our complex lives.

Much of the world our eyes see but our brain doesn’t actually process. It looks for changes and differences in areas it’s learnt to expect, for the situation we are in. If we attempt to multi-task then the brain has to raise the threshold at which it operates. In some environments this is a relatively safe, rational decision. However, within more complex, risky environments such as on the road this may be irrational, and this can put ourselves and others in danger.

Most road collisions happen within 10 miles of home – partly due to the fact that our brains have become expert at what to expect, so almost appear to be on autopilot. This means that if something unexpected happens, we may not be ready to react. If, when driving, we choose to use a phone – for a call, text or social media update – we take away more of the brain’s ability to react to the unexpected. Our reaction times increase.

The law signals that this is unacceptable and hand-held mobile phone sanctions now include six points on a licence and a £200 fine. Sussex University research shows that ‘hands free’ phone use is as distracting for drivers as hand-held devices; both reduce the brain’s ability to focus on the road environment to a significant extent. This kind of distraction from a prime task is called ‘inattention blindness’ by researchers. The Open University activity ‘Are you a focused driver?’ challenges you to demonstrate how effective you are.

However, we all use the road, we’ve all got a responsibility to each other to share the roads safely. Highway code rules define what we should expect on the roads so that we can do this. Ensuring we look out for each other is really important but we can all make sure we are visible to others as well. Check all your lights work regularly, clean the lenses if needed. Ensure your windscreen wipers work effectively. If you are riding, walking or running at night be aware that although you might be able to see cars clearly under streetlights, the drivers may not see you. Consider what kind of clothing you wear and how visible you are. If it is raining and you’ve got your hood up, take the time to check traffic before crossing. Even if you are using a pedestrian crossing, take time.

Roads remain the riskiest places most of us encounter each day. Let’s keep bringing down the numbers of people who get hurt on them each year – make sure you can be seen and be aware.

Brake Road Safety charity is running the National Road Safety Week – ‘Step Up for Safe Streets’ from 18th -24th November 2019 – see www.roadsafetyweek.org.uk to see how you, your school or organisation can be involved.

Locally visit facebook page: Share the Roads, Brighton & Hove
or Open University link: www.open.edu/openlearn/health-sports-psychology/psychology/are-you-focused-driver