Educating Children During and After Covid-19, Opportunity for Change?
When in January 2020 I first heard about a virus sweeping through China, I rolled into a big branded pharmacy and bought the last 2 remaining anti-viral hand-sanitiser. These types of items were already flying off the shelves. Those of us purchasing at that time would most likely be the ones preparing for a pandemic, we at best guessed the virus would be here very soon, and at
Transferring ECEC to education: does it make a difference?
Two decades ago England, Scotland and Sweden moved responsibility for all early childhood education and care services (ECEC) and school-aged childcare(SACC) into education. These reforms and their consequences were examined in a cross-national study published in 2004: A New Deal for Children? Re-Forming Education and Care in England, Scotland and Sweden
Strength and power: autistic pupils and their parents’ experiences of support in secondary school
In recent years there has been a significant driving force to teach and include autistic pupils in mainstream schools (Humphrey, 2008). Beardon (2017) asserts that it is autism and the environment that equates to the outcome. For example, surroundings can impact on the level of difficulties experienced. Therefore, the focus should be on adapting environments to better
Transition, transition, successful transition: What is it anyway?
Nurseries, schools, colleges and universities go to a lot of effort to make sure that learners have ‘successful transitions’. Similarly, families do their utmost to support children to have successful transitions. But what does ‘successful transition’ mean and from whose perspective? What does transition mean for that matter?
Why is it so hard to be a schoolgirl mother/mother-to-be and continue in education?
Schoolgirl mothers/mothers-to-be are objects of public dismay for dropping out of education and not valuing or using it as a route out of their poverty and into a secure economic position. Despite this, academic literature and government agendas/policies do not consider why schoolgirl mothers/mothers-to-be are more likely to drop out of education