A friend and I were talking about playing. This is not about the children you understand, they’re all adult now, we were talking about us and what we’d been playing at!
Play gets a bad press. Our target and objective obsessed culture – and education – leaves little room for play. It’s increasingly squeezed out of our lives, squeezed out of childhood, definitely squeezed out of learning.
The crime of that is that play is a very profound and valid way of learning.
But at the risk of being accused of ‘wasting time’ most of us don’t do it any more.
My friend and I are both branching out into new realms. And both of us need to put in a huge amount of hours to develop the skills needed. Much of this is experimentation and trial and error. Basically we need to play around our subjects to learn and become practised at them.
But the label of play – to describe our associated activities in that way – gives us the shivers. For we’re supposed to be ‘working’ aren’t we?
And that’s where the confusion lies. Play is valuable work too.
You rarely come away from playing with various materials (think cooking, becoming proficient with your latest gadget, or all kinds of creative activities) without having learnt something.
By making less and less time and opportunity in children’s lives – and education – for them to play, we are denying them valuable chances to develop their minds and skills. Whether that’s tiny tots playing with what’s around them as a form of discovery, children playing with bricks, books, junk, tools, utensils, household stuff, art and crafts materials, or teenagers with their gadgets, games and technology; understand that this is how they are learning and developing.
It’s all valuable research into the stuff of life. The stuff of work. Development of the mental as much as the physical. Development that will enhance their capacity to learn.
I well remember how daunted you can feel when home schooling. It’s incredibly exciting and inspirational but daunting just the same!
So I thought I’d repost this; knowing that is often the most simple – but less obvious – advice that helps the most, hoping it will bolster you up whether you’re starting out or been doing it awhile.
– Keep light and flexible.
We are almost conditioned to get heavy over education. Worried. Intense. Objective led. Future obsessed. That’s how education has been seen throughout the decades. This isn’t the best way forward because whilst we are intensely pushing to specific objectives, we are often wearing blinkers and missing incidental learning that is happening all the time, here and now. Learning is just as effective when it happens by incidental experience as it is when it was planned. For example; did you need intense objectives to learn how to use your mobile? No – you just experienced it. Could other things be learnt the same way? Definitely! Focus as much in the here and now, making it a good learning experience.
– Be patient.
You cannot force an education any more than you can force a child to grow. You have to nurture it instead. This takes time. Just because your child cannot grasp something now doesn’t mean they’ll never grasp it. Ignore the concept of achieving things by certain ages – kids will get there in the end. Time needs to pass by. Sometimes you have to leave it alone.
– Relax and enjoy.
Who says education has to be all hard work to be effective? It doesn’t. Conversely, an enjoyable education is very effective. A child who learns in an environment that is relaxed and happy will achieve far more of use to living a successful life than one who is hung up about learning. If you’re hung up about learning, it hampers your whole life. Enjoy your children; enjoy showing them this wonderful world and the skills they need to live in it. That’s what education is for.
– Remain open minded.
The traditional practices associated with learning in schools are so ingrained in us it’s hard to believe that any other approach could work. It does. Lots of approaches work. Learning through play being one of them (think phone again). Another simple example: children can learn maths on the settee, lying on the floor, in the car, in the chip shop, going round the supermarket, just as well as sitting at a desk. It’s only adults who think they can’t!
– Remember why you’re doing it!
One sure thing that gave me big wobblies about our home educating was focussing on schools and the way they did things, instead of focussing on whywe were opting to do something different. Most HE parents want their children to be happy, learning, achieving – if yours are doing so you don’t need to worry what other school children are doing. For example; there will be thousands of children who went to school during the years my two and their HE friends were home schooling, but they and ours have all ended up in roughly the same place at the same age. Different pathways; same results…although it turns out the home school children seem to know a lot more despite not sitting in classrooms all day.
Read just how terrified I was, how we got through our first few years and exactly what is was like living a home educating life in my story ‘A FUNNY KIND OF EDUCATION’. See the Books page for details.
Whilst schools have been closed and everyone’s children learning at home during lockdown the term ‘home schooling’ has been commonly used to describe all children’s learning out of school.
But those who were ‘home schooling’ before ‘school-at-home’ came into being know that it is not the same thing. And most experienced home educating families prefer the title ‘home educating’ anyway.
But why are we getting up tight about labels?
The main reasons school-at-home, and home schooling or home education which parents were already doing, are different is that school-at-home parents have been thrust into it without choice, but generally with some guidance and practical lessons from schools.
With home schooling or home education, which families were already practising prior to lockdown, parents take full responsibility for their children’s education and deregister themselves from any school and consequently any support from them.
Many experienced home educating families prefer not to use the term home schooling because of the connotations of the words ‘schooling’ and ‘educating’.
Their use of the term ‘home education’ is based on the definition of education in its broadest sense as in bringing out, or developing of potential, rather than the drilling of facts and skills into the young as it has become through schooling. There is a very interesting article ‘What Is Education’ on the Infed.org site which gives a definition of education as ‘the wise, hopeful and respectful cultivation of learning’ which is how many home educating families interpret it and which you can’t help but feel is lacking in many school approaches.
Most definitions of schooling mean educating in school, which is why most experienced home educators like to shy away from using the term ‘schooling’. It suggests a training or drilling of children that can disregard their needs and learning preferences and is often the reason parents step away from mainstream school. Schooling tends to have the agenda of the school at its heart, rather than the needs of the individual.
Home educators generally see the education of their children as a much broader more balanced undertaking and use approaches in line with that, which put the interests, preferences and needs of the child at its heart.
So the difference in the terms is important to them.
However, ‘home education’ it’s more of a mouthful! And ‘home schooling’ has become the most popular term, especially in the media, used to refer to those families whose children do not go to school but do their learning independently of them. But it is not to be confused with school-at-home which no doubt will end.
As parents progress with home schooling, taking advantage of the choices and flexibility it offers, and see how children learn and become educated almost by themselves through the many diverse and varied approaches available, they begin to appreciate these subtle differences.
There are other labels and philosophies attached to home educating, like De-schooling and Un-schooling and World-schooling, which parents also use.
De-schooling usually refers to the time and process of recovery needed for those children who’ve been in school and switch to home educating. It takes a while for children and parents to adjust to learning in different ways, to release any damaging effects of school and get used to new routines, approaches and choices open to them.
Un-schooling is similar, except that it doesn’t necessarily refer to recovery from school, more an approach to learning and educating that doesn’t rely on familiar habits and traditions we associate with a school style approach to learning many of us have ingrained within us. As the saying goes; we can take the child (and ourselves) out of school but it’s more difficult to take the schooling out of us! (Excellent book on the subject which I blogged about recently here).
World-schooling generally refers to parents who facilitate their children’s learning out in the real world, often through travelling, away from the school world, or those who have alternative lifestyles different from the mainstream. They see the world outside of school as a way of making their educational provision.
But labels aside, what’s more important than what it’s called, is what parents do as home educators/home schoolers. That they are guided by the needs of their child within the context of them taking their place in the world, by finding approaches that work for their circumstances and that all are happy with it.
Many understand all the above as the same thing anyway – and that’s okay. It doesn’t matter to the kids what we call it. It’s what we do that counts. And there’s a huge diversity and flexibility in what you can do to make home educating a success!
There was a time I didn’t rate home education! Can you imagine?
And that’s simply because of ignorance!
Like many other parents, some who thought it was downright wrong, this was because; I had no experience of it; had been influenced by too many other people who also had no experience of it; had a rigid view of education indoctrinated by the prescriptive system I was familiar with.
But I changed. I learnt different. I overcame my ignorance, not because I met others successfully doing it and had direct and first hand experience of its success. The nucleus of change started long before that.
It began when working in the system.
I was changed by seeing too many children glazed over, failed and let down by schooling, by seeing the methods used to get those children to fit in, by seeing them ostracised when they couldn’t, and knowing in my heart as a teacher (well before Home educating) that schools just didn’t suit too many kids.
And it wasn’t about youngsters’ ability to learn or study or engage. It was as much about the environment of schools as anything and what that did to some kids.
Something needed to be different.
Think about parties. you’re either someone who enjoys crowds and socialising and parties or you’re not. That’s just the way you are.
Equally, some of us can learn with hubbub and noise and distraction all around. Some can’t – some prefer it quiet and still. I’m one of those. Children are also like that. Some enjoy and thrive in the buzz of a school environment. Some don’t. Some can’t bear it. Some to the point of becoming mentally and emotionally unwell.
That’s just the way they are. But some people are too ignorant to see that – or unwilling because they’d need to provide something different.
They’d need to see that children should not have to be exposed to the crazy crush and stress of school if it’s not the way they learn best. And acknowledge that we are failing them if we expect them to be able to learn in an environment that doesn’t suit – and we haven’t even touched on the sometimes debilitating approaches used to get kids to learn, the bizarre content of much of the curriculum, etc etc.
So is home educating the answer?
It can be the answer for some who are able to manage it.
But – it certainly isn’t the answer for all; many family circumstances would make it impossible anyway.
What we need instead is a different sort of school. And a different approach to learning and education.
What we need is to see education not as the mass grade-getting industry and political strategy it’s become, but as a treasured opportunity for kids to grow and develop. A return to this core value.
We need schools to be smaller intimate places, more of them, nearer homes, so they are less crowded and less threatening – and less generic.
We need fewer children to each teacher so there’s a better intimacy, so teachers can get to really know their pupils, and consequently create better interaction and respect.
We need to stop making education and learning about testing. Teachers who know kids and know how to teach don’t need it, the kids don’t need it, it gets in the way of learning. It’s in complete opposition to everything education should be.
We need to rid schools of an oppressive curriculum and approach to learning, most of which is based on outcomes designed to perpetuate the system rather than perpetuate the good of the youngsters themselves.
We need schools to be places of nurture and personal development, not places of measurement and competition. And before you argue that kids need to be exposed to that in order to stand it in the ‘real’ world, – they don’t. Kids who’ve been home educated and never been to school still manage to make their way in tough competitive working worlds when the time comes, when they choose to do so.
And that’s another point: choice. You choose your working world to some extent and the people you’re with. Children and young people in the system have no choices, or choices manipulated to suit the system. They have no choice about what or who they have to endure and this makes a difference to their success. Young people deserve more choice over their learning and their destiny. If we offered the right opportunities and facilities they would make the right choices – whatever ‘right’ is! To not offer that demonstrates an abhorrent lack of respect for them on our behalf.
This strange lock down time will make it blatantly clear that home schooling is not for all, course not. But schools as they are, are not for all either. And this is becoming very evident through parents reporting that during this time out of school their children have grown, are beginning to thrive and bloom and maintain good mental health and well being that they didn’t enjoy when on the schooling treadmill. Surely kids don’t have to suffer that for an education?
It’s about time we asked the questions too long in coming – what do we want of our schools? Is what we have out of date? Acknowledge that this prescriptive system is turning too many children into failures and even destroying the health and well being of some?
Parents should wake up to the fact we need changes – it’s in their hands – they are the consumers of it. We need humanity back in our schools and to make them more about people, not about politics. And vote for changes and practices that honour our children not disrespects them through such shameful and manipulative disregard.
I really cannot believe it is five years since the first Little Harry book came out. But the publisher, Eyrie Press, assures me it is.
Little Harry evolved because I felt that home educated children needed a book about children like them, who didn’t go to school, illustrating an ordinary family in an everyday kind of home educating life.
‘Who’s Not In School?‘ was the first of these. Followed next by ‘The Wrong Adventure’ again featuring little Harry.
Although welcomed by most home educating families, and I’m told the children loved it especially looking again and again at the beautifully detailed illustrations by young home educator James Robinson (instagram @jamesrobinsonart), it also caused a bit of controversy!
This was because some felt it portrayed home educated children and consequently their parents in a bad light, particularly with reference to the illustration of Harry climbing on an exhibit to see what was inside. In his eyes and in the eyes of many children he was just making an innocent investigation, even if his behaviour was totally unacceptable to us. But it was that picture that caused upset by suggesting, some felt, that home educating parents would let their children do such things.
Of course, they wouldn’t, any more than any other parents however they’re raising their children. But the most well behaved still do things they shouldn’t when you inevitably take your eyes off them for a moment.
However, I was sorry to have riled the feelings of many home educating parents when my only wish was to support.
I do wonder if those same parents have seen the ‘Horrid Henry’ books (far worse behaviour than Harry!) and feel accused of bad parenting by those!
My intention was to create opportunities between parents and children to discuss behaviour, discuss the reasons why certain types of behaviour are desirable and others are not – like Harry at the museum, discuss the reasons behind all that he did and what reasons are justifiable.
Children need all sorts of examples, good and bad, to understand how to behave and more importantly, why it’s of benefit tothem to behave with respect. It boils down to them developing a basic understanding that if they want to be liked and popular and respected in turn, they have to behave in certain ways – as we all do – and some behaviours have to be curbed however justified they they think they are.
Most kids love to learn, Harry certainly does, but it is still not acceptable to do so in the way he does at the museum!
I do hope that controversial picture won’t spoil your enjoyment of the book, and your kids have fun reading about a family like them, or learning about a Home Ed life. But I also hope they spot the ways they are not alike too! And the book raises lots of discussion in your house, which is after all a valid approach to learning!
This time last year was so different! Who’d have predicted what we’re going through now!
I was looking back at some of last May’s posts and came across these points about home education that may offer some comfort to any existing home educators having a wobble right now, and inspiration to those who might be considering continuing with it after schools reopen again:
Home educated children can go on to achieve good grades just like other children do. They go to university, college, or into work or businesses like other young people. Their academic, social and personal skills are reputed to be in front of those of their school peers. Education is a long term process with no guarantees – none with school either – but there are thousands of home schooled youngsters who’ve already proved the above to be true.
Home educated children are not isolated or invisible as has been suggested. Most interact with a wide range of people, in a wide range of places, doing a broad range of activities. Some have far more life experience than those children who just have school experience. Most have mature social skills, often exceeding some of the adults you meet!
Thousands of families turn to home education because schools fail to provide for their children’s needs, both academic and personal. In some cases this has been a life line for children who’ve suffered in school the kind of abuse that just would not be tolerated by adults in a workplace. Home educators are the parents who take initiative to do something about their children’s suffering rather than just ignoring it. And most of these children become as competent, intelligent and educated as their peers in school.
Children who have been written off by the educational system or labelled as having ‘learning difficulties’ or ‘special needs’, for example, have gone on to achieve a good academic standard through home education.
Home educating families are as ordinary as any other families who have the same ordinary aspirations for their children to achieve and be happy. They come from all ranges of the social, educational, financial and cultural backgrounds that make up our society.
Home educators may not do mainstream school, but they do all other aspects of mainstream life – sports, clubs, extra-curricular lessons and activities etc – interact in mainstream community and ‘fit in’ just the same.
Home educated children go on to achieve the same successful outcomes, if not better, than children in schools.
Contrary to what most parents think, children learn in a multitude of different ways, not just in the conveyor belt style of the educational system. Home educating gives children the opportunity to learn in the way that suits them best, increasing their chances of success. This doesn’t necessarily mean academic cramming. It means acknowledgement of the myriad of alternative approaches there are to learning, to opportunities, to qualifications, to being educated, and making best use of them.
In my experience as a home educator within a wide network of other home educators, and whilst researching for my books, I have never come across an incidence of abuse or neglect, which has been cited as a risk home educated children are under. However I saw plenty of cases of abuse and neglect when I worked in schools.
Lots more in my home education notebook – from which this is taken – also to comfort and inspire!
Is she a hairdresser? No! Does she have any idea about what she’s doing? No! Has she had any training about shaping a short cut?
But stuck in during Lockdown and unable to go to the hairdressers I decided to risk it or end up looking like a shaggy dog.
It’s turned out brilliantly. Choppy admittedly but that’s just how I like it. Which has made me question why the heck I’m bothering traipsing to the hairdressers once a month.
Lockdown is inevitably making us confront and question many parts of our life. And I suspect there are others who are now questioning those things they suddenly find they can do for themselves, children’s learning being one of them.
A huge majority of parents have been thrust into the scary position of having their children learn at home, when they wouldn’t choose to. But I guess in some cases, where it’s working quite well, it’s prompting questions about what goes on in schools.
Now I’m not questioning the incredible skills of good hairdressers or brilliant teachers. Neither am I suggesting they’re the same thing! And of course this is only a temporary situation.
What I am suggesting is that lockdown is raising questions about schooling and learning that have long needed to be asked. Questions like; what are schools actually providing – educationally, holistically, health wise, or in terms of child care perhaps? Do kids actually need teachers in order to learn? Or do they need a more nurturing environment in order to reach potential? Can a DIY style home education work just as well as that which schools provide?
The answer to the final question is a definite yes; thousands of home educating families have already proved it. And there is a generation of home schooled youngsters now out in the world working, earning, contributing, and no one would ever know they’d not been to school – as one colleague commented to my eldest.
So there is plenty of proof that home educating is a very successful approach to learning if a child isn’t thriving in school as ours weren’t, as many don’t.
Some just exist, or endure, but is that enough?
A lot of parents say that they’d like to home educate but are worried about the risk. My answer to that would be that we take risks with everything we do, home educating orsending kids to school – certainly with impromptu haircuts and even those at the hairdressers actually!
But whatever we do with our children we can engage in a continual process of review, reassessment, research and analysis of what’s not working and find an approach that does and adapt. Which is more than I can say when I take the risk with a haircut – can hardly stick it back on again if it goes wrong!
We are not going to remain unchanged by this time of lockdown. And perhaps one of the good things that will come of it will be that we review our ideas, values and priorities about many things. The approach to learning and educating our children among them.
This time of school-at-home is not the same as home educating, where you develop a completely different approach to learning than the prescriptive ones schools have to adopt. But if your child has thrived, and you have survived during your time without school in your family life, you might want to reconsider your priorities about schooling and take a more in depth look at the alternative that thousands find fulfilling and successful.
If you’re struggling with your children’s education right now, being mindful in the way you think about it might make you feel a little easier.
Whether you’re doing school-at-home or home educating many of the same issues arise in ‘doing the work’, creating pressures in family life that make everyone feel discombobulated!
I love that word. Discombobulated describes very succinctly what we’re all feeling during this corona crisis. It’s defined as confused and disconcerted. Fits the bill, doesn’t it?
And I imagine many parents are discombobulated about their children’s education right now, both those doing school-set tasks at home and those who were already home educating for whom the lockdown is just as inhibiting.
Some of our feelings are caused by the pressure that we put upon ourselves when we’re not mindful of the way we think about it.
For example; think about the school day. Parents tend to think about kids in school doing useful stuff from 9 am til 3 pm but it doesn’t exactly work like that. During those hours there is a lot of moving about, messing about, distractions, disruptions, wandering attention and general procrastination and time wasting. I averaged it once in a classroom; the children actually only get about 7 minutes an hour of constructive time! So if you’re pressurising your child to do 9 til 3 non stop ‘work’ because that’s what you think they do in school I should stop. Whether you’re home educating or doing school-at-home your child will work more quickly through stuff and will have a lot more time for other valuable pursuits which contribute to their educational advancement in ways you’d never imagine!
Another example, thinking about the basics; the maths, english and science done in schools is designed to be done in schools and in such a way it can be measured. This can make it dull and the children switch off from seeing them as interesting subjects. However maths, english and science come up in everyday life at home all the time in much more relevant ways. For example, budgeting (maths) is a constant consideration (and essential life skill). Messaging, searching online, reading anything, comics, any form of writing like lists for example (not forgetting drawing and colouring are excellent for practising skills involved in writing) all increase the use and understanding of vocabulary and language as do discussions and chats – all useful literacy practice. And we are involved in science all the time in everything we do if you just notice – and use it as a starting point for investigation. We have bodies – biology. We use stuff and live in stuff which all originated at some point from the earth (materials, properties, sources etc). Not only do we have a virus crisis (what’s a virus?) we have a planetary crisis – the planet being one of the most important subjects for scientific research. Do you see what I mean? Scientific questioning and discussion develops a scientific mind as much as anything you might do in a workbook – and it’s real. Making maths english and science relevant to the youngsters’ lives through real stuff is as valuable as the maths, english and science you do on the curriculum. Be innovative about how you tackle it; relating it to life makes it more interesting and doable.
And finally be mindful of the idea that everything you do has the potential to be educative; your family interaction, discussions, contact by tech, cooking, organising, getting your exercise, playing, looking after yourself, managing life together, clapping the NHS. All builds skills, mental, physical, life skills – all has a worth.
This is a time of trauma for everyone. No one needs added pressure brought by needless worry about ‘school work’ or dull academic exercises.
We are all discombobulated! Many of our comfort blankets are gone and we’re all having to work life out in new ways for the time being. Fretting about academics will not help. And is not necessary for I bet that when the kids are in their twenties you’ll never even notice the school days they missed or this time of home schooling – however you’re doing it!
Family harmony, security, nurture and getting through as happily as you can are more important than academics right now. Far better the children remember a happy time of family learning together than the pressure of being forced to do stuff that’s less than relevant in this discombobulated time. Not forgetting that even discombobulated, and how you tackle it, can be educational!
So I suggest you take the pressure of yourselves – and the kids – and rethink it!
The school closures have completely changed family life. And made it very hard for many I imagine. Must be challenging trying to get the kids to do school work at home. Like permanent homework and I know how hard some parents find that!
As a former home educator you’d think I could offer some advice on how to tackle it. But I can’t really, apart from what’s in the last few blogs, and that’s because home educators rarely do school-at-home.
School-at-home; i.e. following a prescriptive set of tasks set by schools designed to do in a school environment, is wildly different to the learning life you get into when you home educate. Even the title home education, as opposed to home school, defines a difference. (Explained here)
Home Educating has a completely different ethos of learning, educating and raising a child. Basically it’s a DIY education, not one doing school work hand outs, which is what many are doing now and think of as home educating. And contrary to what people think about the kids being tied to apron strings it makes for a more self directed, independent and diversely thinking learner and adult and is something the whole family can get involved in which in no way represents the prescriptive teaching of a classroom.
However, if this period of doing without school has made you want to reconsider home educating – and you can do that whatever age your children are – then there are three of my books that take a deeper look at it.
‘Learning Without School Home Education’ answers all of the common questions about it; how to start, what it’s like, how kids learn, what about socialisation, what about tests and exams etc.
‘A Funny Kind of Education’ is an autobiographical story which illustrates the journey into and through the home educating life. It’s an easy, fun, family read, rather than an educational tome of a book no one wants to read, but still has lots of tips and thought provoking ideas that’ll set you thinking. This is the book that many have told me convinced them they wanted to home educate. Some lovely reviews on Amazon!
‘A Home Education Notebook – to encourage and inspire’ is a collection of pieces which again address all the common issues that home educating families face as they progress into it, with reassuring tips and stories from one who’s been there and how they dealt with it. A Home Ed bedside book it’s been called!
The ‘My Books’ page on this site gives more details and snippets from the books too. They’re all available on Amazon.
So take a look and let me know what you think – and what you decide. If you message me in the comments below I always try and respond. I also have a Facebook page which I respond to when I get round to it!
Meanwhile, I hope you and the kids are doing okay and finding ways to survive! It’s just as tough for current home educators not going out as, also contrary to what people generally think, home education is more out of the home than in it!
I’m finding it tough now! I’m sure you’re the same. Some days I get to the point where I’ve lost the will to be cheerful or motivated.
Bet you know the feeling? Which is what prompted me to doodle this.
This Lockdown – or rather the awful pandemic – is a catastrophic challenge for us all, whoever we are, whatever we do. Perhaps a way to help ourselves is by being realistic: We’re not going to manage upbeat, or busy, or motivated all the time as I’ve been trying to. Some days just have to be got through.
Staying in is hard, despite sweet moments we may have. It’s incredibly demanding mentally and spiritually being home based all the time. Our resilience will wear thin at times, without the dilution of going out.
I especially feel for those who are not used to it and the kids who are used to school. Some families, who are not used to being together so much like home educators are, perhaps have it doubly tough. However, home educators have it tough too because they can’t go out as they’re used to. Everyone’s facing challenges if for different reasons.
But we’ve all got to screw up the courage to keep going from somewhere for a very important reason; because the kids will learn how from you. And courage and endurance are important life skills.
So think how you’re going to do it – when you can, that is.
If your children are working at their school stuff online help them keep motivated by talking about how you’d push through your tricky bits. Perhaps you promise yourself a walk/treat/cuppa/Netflicks when you’ve worked for an hour, for example, or start the day with warming exercises or a good dance and a giggle to get you going. Or by discussing what you’re going to enjoy when the tough bit’s done. Explain how you do it at work.
Having conversations in the family about motivation and how to energise it will help your kids learn about motivation and getting through boring bits, another essential life skill.
If you’re a home educating family already used to working in a DIY or self-directed way maybe there are school kids you know who could link up with yours online and share what you’re doing. That’ll help yours keep motivated too.
Children are inspired, remember, not so much by being taught but by the experience of seeing how others tackle and overcome challenges.
This closeted time is a tough one. For all the family. It’s a time for being inventive about living and working together – and surviving amicably with as little damage as possible! Even the bad days.
But on those days remember what it says above – some days it’s enough just to get through and stay well. And even the ability to do that, will be teaching your children something!