I think I’ve discovered the reason I could never really get into gardening in my earlier life!
You’d think I would be. I love nature and plants. I love to be outside and look for any excuse to be so. I walk whatever the weather.
But I can walk briskly, I can cover ground, accomplish distance quickly and then tangibly see how far I’ve come.
Can’t do that with gardening; it takes too long for the outcomes to bloom. I’m just too impatient!
With that admission you’d be surprised I was able to home educate. Many parents say they haven’t the patience for it.
I like to think I had lots of patience with the kids. They tell me I did. Discounting the occasional tantrum which I describe in my book ‘A Funny Kind of Education’ and I think bad days come up in ‘A Home Education Notebook’ too!
But to home educate wisely you have to practice patience. Because education, like plants and gardening, is a slow growing process. Not that you’d guess that with schooling.
The trouble with institutional education i.e. schooling, is that they try to turn it into a fast forced process – if a process at all. It’s very much based around quick and instant results. About ticking objectives, neglecting time for deeper understanding, and rushing onto the next bit. In fact, our whole culture is increasingly like that; a driven culture that wants instant results, with little time for deeper, mindful development.
However, that isn’t how education works.
Educating is about the gradual development of real people, not just output. And that’s a long term, slow grown affair involving the maturation of skills and personal attributes that become whole through all manner of diverse ingredients and experiences over a long period of time. How those integral skills all influence each other is not something that is readily apparent or successfully forced.
Like plants; forced plants are never as healthy. And you have to wait a long time for a garden to mature into something wonderful and lasting. Patience and time are required.
Education is the same. It’s not something to be rushed, not if you want it to mature into something meaningful and sustainable and serviceable for life.
And, contrary to what the schooling system has us believe, you CAN give it time. The system promotes the idea that you have to accomplish certain objectives within certain time frames or you’ll fail. That’s balderdash!
You can take time with your home education. Step back regularly. Have patience. Stick with your own tailor made approaches however long they take. If they’re right for you, they’ll be successful – whenever!
Gardens, kids, education, need no rushing.
Maybe I’m a better gardener now because my patience quota isn’t being used up on home schooling any more – who knows. And maybe the small amount of growing and gardening that we did together taught the kids a good life lesson along with the science; that life isn’t about quick fixes and short term highs. Some elements of life require long term maturation to achieve their full potential!
Have you heard the saying; ‘you can lead a horse to water but you cannot make him drink’?
Simple when you think about the concept behind it, and absolutely true. Whatever you think something or someone else needs you cannot control outcomes!
And whenever I think about schooling and learning and education this saying comes straight to mind.
I used to think about it a lot when I actually worked in schools, before home education came into my life all those years ago. For it is absolutely true that you can lead a kid to school but you cannot make them learn. I saw the evidence!
And I thought about it loads when we were home educating because it is the same when educating out of school: You cannot force a child to learn (as I posted about last year here).
What you can do is facilitate the right environment for them to do so. But that environment is less about the physical and more about the emotional one. That’s one of the big failings in many school environments, the emotional climate is too strained for some children to thrive well. And that matters, I think.
The physical environment is important obviously. Children need shelter, to be fed, and be warm and relatively comfortable. Some need quiet, others need hubbub, some company, some isolation, we’re all different. And various accessories naturally facilitate and support the learning process; access to internet, materials and equipment, books, paper etc.
But the emotional environment is as equally important as any of this, goes hand in hand with achievement and success. And it’s us who provide that by creating the right emotional space in which a child can thrive.
We do this simply by the way we are. By the way we behave, the way we support and encourage the children, by our own positive attitude to learning – for learning anything – and the value we place on personal development which is what education is, of course.
In this emotional space we provide the children are never undermined, patronised or bullied. They are respected and listened to and included in discussions and decisions about what happens to them. They feel safe and loved. They can express their views about their own learning – and feel that this learning is theirs, is for them, and is not something imposed upon them by others, which they have a duty to endure. If they feel that, their learning will not last life-long.
We should never betray them.
This all happens through the way we and others relate to them. It comes through our conversations; one of the best ways to show they’re respected is by the way we listen to them, as well as asking that they listen to others.
Conversations are such a valuable part of the learning process, as valuable as writing and studying, however since there’s not usually anything tangible to show after a conversation, parents often underrate them. But children glean so much from being able to converse, ask questions, delve deeper, be curious in an environment where they are not put down. Conversations also develop language, social and emotional skills, understanding and mental agility, and promote maturity. You may not have got anything down during a day learning at home, but through conversation and engaging with your child they will have learnt much more than you think!
You may not be able to tick sheets now, but you will see the proof when they are older and seem to know so much that you don’t remember teaching them
That’s the point – you didn’t! You lead them towards education and allowed them to drink of it for themselves. That’s the best you can do!
Since Lockdown put home schooling back in the spotlight I’ve heard of several parents thinking about making the change from school to home educating permanently. So I thought this would be a good time to re-share this post of old…
The leap to home schooling is always a big decision, but I often hear parents saying how uplifting it was to see their children returning to being the happy contented little people they were before they started school. One specifically reported that the many distressing flare-ups and tantrums which had become part of their everyday behaviour after starting school, but which were never part of their nature beforehand, had all but disappeared again.
Yet another conversation I had with a parent I’m connected to on social media also said that they had their ‘happy little child back’ now they’ve started home educating.
It’s something I hear frequently and they are not the only parents to experience this. It happened to us just the same as I described in ‘A Funny Kind of Education’ (Scroll down the My Books page and you’ll find an extract)
So, why is that? I was asked recently.
Well, the most fundamental reason I feel is that school is just not good for some kids!
We are all different. And we all react differently to different situations according to our natures. Some of us like crowds and hubbub. Others of us don’t. Some of us can concentrate with distractions going on all around us all the time, others cannot. Some can sit still easily, others find it impossible. And these are not always easily recognisable needs; they are a spectrum of needs that are different for each individual. The class setting of hubbub, peer pressure, powerlessness, the claustrophobic and unnatural social clustering of kids all your own age, with minimal interaction, support or attachment from adults you’re involved with, is not a setting many children thrive in. Understandably – would you?
Add onto that the pressures of the curriculum, the pressures kids feel of meeting targets and test demands, the pressure of pressurised teachers having to fulfil these demands or risk their jobs, the uninspirational task of having to learn stuff you feel is totally pointless, far too complicated and of no interest to you, and being identified as ignorant if you don’t, are the ingredients of a potential meltdown in my view. I’m amazed how many kids survive this climate at all.
Even more worrying is that these pressures continue to build, and I cannot see how that will change, as long as politics and politicians are in charge of it. Politicians who are more interested in political gain than individual children, they have scant knowledge of education – or kids, some of them – and yet feel qualified to disregard the advice of professionals.
We continue to uphold a system of schooling that is long out of date. It no longer serves the needs of children who now have access to knowledge and learning without schools and teachers, and who are parented in a completely different way, and live in a completely different culture, to when the system was set up. It no longer serves the needs of a society that is completely different to way back then.
And as an educational approach its success rate is questionable, leaving many of our youngsters unfulfilled, disengaged, unmotivated to do anything and at worst; unwell.
Yet, I’ve never found a family who has not had these outcomes reversed once they decided to remove the child from school and home educate. The best thing of all is that they get their happy children back. And educating becomes a happy experience.
I readily admit that school works for many. But not all, so should you wish to make the switch permanently to home education be bold and go for it. It’s a great decision and one which we and others like us never once regretted!
There’s been much talk of ‘missing out’ with the children out of school during lockdown. And for most a sense of relief now that they’re back.
I cringed at the use of that terminology at the time because it’s extremely unhelpful and, after all, just a point of view!
Yes – the kids might have missed out on the school type of stuff, but we could change attitudes and look at what the children might have gained instead; new experiences for one – always educational.
Let’s face it, for the kids, school is as much about mates as anything. And we’ve all been missing our mates – still are in the way we’d normally be meeting, during these final days (hopefully) of covid restrictions. We’re missing those real life, in the same space, meetings like mad. Even if we can’t hug the person just to see them for real is wonderful. The kids want the same, course they do, that’s what they’ve really been missing out on.
The home educators are still missing out on that, until their larger groups can get together again. However, most of their educational activities at home have been going on just the same.
The irony is that many home educating parents, when they get together for all the educational, social and experiential activities that make up a part of a home school day, consider that it’s the school kids who are ‘missing out’ by being in school. Especially when the home school kids are enjoying things like field trips, museum visits, use of historical, geographical and environmental sites and resources first hand which facilitate their learning at a range of different venues, and which support the smaller amount of sit down, formal academic learning they do. Home educators’ view is that the school kids miss out on this wealth of learning inspiration when they’re stuck in an institution nine till three, day after day.
The school children also miss out on the opportunity to forge real life relationships, instead of school life relationships which aren’t always so healthy being structured and inhibited chronologically and institutionally by the limitations schools inevitable construct.
Whereas there are so many families home educating now it’s so easy, thanks to social networking, to be in touch. Home school kids have as vibrant a social life and interactive learning life as they choose. They don’t ‘miss out’ on that either.
It depends what you’re used to, life wise and learning wise.
When we make one choice we obviously miss out on another. And we always have decisions to make about choices. There are misses and gains with any choice. The scare mongering in the media about school kids ‘missing out’ was all about academic measurement and failed to acknowledge the gains that could be had by a change in experience which is always educational and developmental. However since it can’t be tested these gains tend to be disregarded – but they will have happened.
Anyway, despite all that, I wish all the children and their families, who’ve have been pleased to get back to a school routine, health and happiness.
And I wish all home educating families the same, whether you’re well established or just starting out. And hope that the restrictions continue to lift so you can get back to your normal learning life.
So the school children have gone back to the classroom. But the home educators still can’t go out in the way they’re used to. That must be tough, as I know that home education is a misnomer – learning takes place out of it as much as in!
I guess it’s tough though for many school parents worrying about their children becoming infected with coronavirus, although the general overall vibe I’m sensing is one of relief!
School closures certainly turned a very different spotlight on home education, genuine home education that is, not school-at-home (blog here) which is what most have been doing and is completely different. I wonder if home educators will gain more respect and understanding of what they do after every parent has endured this time without the facility of school.
What is certain is that our culture of family life, of economy and working and how that operates with regard to parenting, is for the most part dependent on the school system being there to child mind, let alone educate. Whether that justifies what goes on in there is questionable!
The recent pandemic has raised many questions about education, economy, family life, culture – everything really. As parents are more involved in what their kids are learning many are coming face to face with the absurdity of some of the stuff on the curriculum. As this article in Prospect illustrates
School learning has become so far removed from learning about real life, living and surviving challenges like the pandemic – all important things we really need to know – it’s no wonder people are asking of their child’s work; ‘what’s the point of this?’
There must be better things to learn?
There certainly are, and maybe this is why so many parents now are turning to home education. Because most are beginning to see that home education is life education. Unlike school education. And true education is not the consumption of facts and tricks and strategies for the sole purpose of measurement and qualification, even though qualification may be part of it. True education needs to be about enabling people to live a life that is useful, fulfilling and non harming.
Education is after all about learning to understand life, how it works, how you work in it, how you find a place, make a place, make a social life, integrate, communicate, care, and do all this without harm to others or the environment.
Home educators seem to understand that to facilitate this requires a far more organic and life-led approach for most than the systematic drilling of useless grammar and mathematical processes that none of us will ever use again but is more likely to put us off the subjects if forced upon us too early.
This is what most enlightened parents have spotted about their children’s school-at-home stuff, that much of it is like that; beyond the kids, useless in a real world outside school, not even interesting!
A school world and school academics are not a true reflection of the world beyond it.
That’s why learning as a home schooler takes place as much out of the home as in it. And why most home educated youngsters graduate from it with a broad intelligence and range of skills, including those associated with socialisation, that equips them so well for real life.
They understand that learning is not just for schools! That it is a life-long tool and they can take it on themselves, any time, any age.
I’m wondering how many school youngsters understand that.
‘So, what’s your three best things today?’ my daughter asked me recently. I think I was being a moany pants at the time!
During these locked down times it’s easy to do. If you’re anything like me you’re beginning to run out of positivity.
So I took a look at the BBCs facility ‘HEADROOM’, have you discovered it yet? It’s well worth a visit, especially the essential everyday tips. And something you could do along with the children. It’s all education after all.
There are many helpful and interesting articles, watches, and inspiring reminders. I say reminders because often we already know what’s recommended to keep our mental well being on track, but sometimes we either forget, are too worn down to do them, or are just lethargic from the struggle and cannot face it. These gentle and encouraging prompts are a real help in pushing through the inertia of this long pandemic haul.
One of the recommendations is to acknowledge that we are facing a struggle, we are sick and fed up and anxious and tired, and that we are failing to maintain our well being at times. To admit, own up, share; because by doing that we can then move on to finding ways to help ourselves and consequently our children.
Sharing conversations with our children about how we’re coping – or not coping at times – and giving them the room to share theirs, will be a help to all. But then we must take the conversation forward towards ideas on what we can do about it. Like, for example, making a plan for things to do daily; the exercise, learning, walk, outdoor time, cooking, making, whatever. Like making space for each other and respecting we probably all need time apart. Like making on-line dates to connect with others. Focus on the things you can do, rather than those you cannot, at the moment.
These are all pro-active strategies that will not only help to maintain resilience at this time, but will also provide your children with tools to help them do the same for themselves one day when things get tough as they inevitably do at times through life, pandemic or not. Such a valuable part of their life’s education, don’t you think!
One of the simplest strategies I picked up when I looked at some of the videos was a reminder to keep with the positives. I know that’s wise and healthy. And I’m usually a positive person. But I, like many no doubt, had buried the practice under moans and missing of the things I couldn’t do, rather than thinking about those I could (as my daughter spotted).
To help you continue to weather the current hardships the pandemic has thrust upon us, keep a mindset and attitude in the house that allows a quick moan if need be, but which is counteracted by what you’re going to do next. And at the end of the day a quick recount of your three best things of the day. I managed to find some after she got the discussion going, pulling us back to our usual up-beat mentality.
I like to think I helped her develop her positivity, even if I’d lost sight of mine for the moment!
Home educating, through all the years we did it was an absolute joy and delight. It’s a while back now, children grown and flown, but it was a decision we’ve never regretted; just not doing it sooner!
We would be out and about most days on trips of one kind or another; visiting places of interest, getting exercise or a swim, library, museum or galleries, social get togethers. Such a variety of things we did along with staying at home studying, doing practical or academic activities. We depended on our trips out for balance and wellbeing and contrast and consequently being together 24/7 was never an issue.
So home education in Lockdown must be incredibly hard. I can’t imagine the strain of being shut in together without the meets and visits beyond the home. And as for doing school-at-home, when families are not either prepared or used to it, that must be tough.
However, despite our enjoyment of home educating, there were days when it was equally tough for us too. And the odd occasion I completely lost it!
One day sticks in my mind particularly (probably because of the shame). I’d reached the end of my patience with the mess, the noise, and the whole house being so strewn with the result of their busyness there wasn’t even a place for me to sit. And when I asked for a tidy up before they got anything else out to do I couldn’t stand the usual resistance.
It was just one of those final straw moments and I did something I’d never normally do; I shouted, I had a tantrum, I told them to go upstairs until they would, and I swept the entire contents of the heaped table off onto the floor with one sweep of my arm and a satisfying crash.
The kids looked at me in horror. Then quietly mounted the stairs, eldest sister’s arm round the youngest as if to protect her from this ogre.
I was not proud.
But even then, within the general joy of home educating, I was just coping in the best way I could.
We’re all human – sometimes the way we cope is not the best, but it’s just the way it is. It’s also another part of being human that we – and the children – have to learn to cope with, move on from.
What you parents with youngsters are coping with right now is monumental. It’s unprecedented. No one knows what is the best way to deal with learning in Lockdown. Not the politicians. Not the parenting gurus. Not the teachers or the educationalists who think you should be carrying on with this blasted grade chasing and box ticking that ministers have made of education. No one knows your situation within your house, with your family. Only you. So it’s only you who can figure out what’s your best way to deal with it.
But one thing that I came to understand during our early home education days that might help, was that my relationship with the children, our family relationship, was paramount. Any kind of formal education came second. And equally paramount is our wellbeing. I had neglected my wellbeing which drove me to that final breaking point.
If you can get through this time with a strong and happy bond with the children intact you will have done brilliantly!
The children will be able to return to their formal education at any time – they have a lifetime to do so. With strong supportive bonds they will be able to acquire what they need to get where they want to go at whatever point.
Time frames aren’t that important. There are so many home educated kids who have progressed and achieved in completely different time frames to school time frames and gone on to have happy successful lives.
I’m happy to report that despite my occasional tantrums the strong and happy bonds with my young people still remain as they’ve graduated beyond home educating and into the working world. (You can read in the book below how the day was recovered with an apology – from me, a tidy up – from them, a discussion about the situation and a good giggle – as much about my behaviour as anything).
But I wanted to share this story with you in case you’re having a day when you’re struggling to do your best. Some days it won’t be the best. But that’s family life. The children learn from those too. Don’t beat yourself up about it. Just do what you can!
I always thought that it would be the internet which would make the biggest change to home education. And education per se.
Little did I realise that it would be enforced by the set of such bizarre circumstances we find ourselves in now – forced into it because of the Pandemic and Lockdown rules! Everyone now forced into doing ‘school at home’, and I put that in inverted commas because it is very different to home educating as a thought out decision up front, (see this blog which explains a bit)
However, this enforcement has prompted many parents to take a more in depth look at home educating (or home schooling – see this blog for an explanation of terms) and begin to understand that children can and do learn without schooling, learn without the usual tests and ticks and structured classes, some of them learn without any kind of institutional influence at all. The accessibility to education the internet provides has given new parents the confidence to reconsider this option.
So if you’re one of the parents wanting to know more then you might find my very first book ‘Learning Without School Home Education’ helpful to delve into as it is broken down into chapters that ask all the common questions about home education.
The chapter titles are as follows:
What is Home Education and why do people do it?
2. How do parents start home educating?
3. How do home educated children learn?
4. How do home educated children find friends and become socialised?
5. What about curriculum, subjects and timetables?
6. What about tests, exams and qualifications?
7. What is life like for a home educating family?
8. What about children with learning difficulties or special needs?
9. Where do home educated families end up?
Of course it was written long before the pandemic. It was also written before the Internet became the massive learning facility that it is now. But, you know what? That aside, learning is still innately a human experience and it is partly that which we have to consider; things like family influence, personality, the myriad of ways to approach learning other than the academic and structured, parents’ feelings and ideas about education, children’s responses to school circumstances – very valid but hardly ever acknowledged as such, all of which are important. Education is not just about ticking boxes.
Despite the glories of the internet; the marvellous tool it is for research, facilitating education and eradicating the elitism that came with the exclusive possession of knowledge in the past, it will never be able to replace the humane qualities of support, inspiration and encouragement that another human being can bring to the process – that human not necessarily needing to be a teacher as home school families are proving.
The internet can’t do human! Only parents and teachers can add the flavour of that – and yes – parents can and do adequately facilitate their children’s learning alongside the internet.
As time goes on there are increasing numbers of young people out in the working world who were home educated, some of whom never went to school at all, who are educated and intelligent, leading happy, productive and successful lives, and no one would ever know whether they went to school or not! Thus making parents ask the question, as they are doing now with the advent of on-line learning and enforced school-at-home, what is all this school stuff really about anyway?
A question I suggest you keep on asking!
You’ll find more details on the book ‘Learning Without School Home Education’ if you scroll down the ‘My Books’ page on this blog.
The Pandemic feels heavier than ever doesn’t it? Or is it just me?
I’m finding this winter Lockdown much harder to weather than I did last summer when the climate was kinder and there were more light hours to help lighten the spirits. I used the outdoors and nature as a strategy to help me through, especially when seeing friends and family was so limited. Whilst my love of nature burgeoned, loving those close to us felt like doing wrong somehow.
I know there’s no lockdown on love but it certainly feels like it when you can’t grab your loved ones and hold them in a big embrace, that’s if you’re lucky enough to see them!
Lockdown is certainly inhibiting our expression of love as well as access to many of the things that bring us joy. Not only the hugging and holding, but the meeting, community company, social pleasures, get togethers; all those things that dilute the intensity of everyday concerns.
No wonder we’re all suffering. Adults and children alike, however much we try and keep the cheer going. But keep it going we must in order to help the kids through such difficult times. Our responses, ideas, strategies for dealing with it will be a toolkit you’re passing on that they’ll always be able to draw on.
So what strategies have you developed? How can we keep going?
I think it’s important to keep contact with community as much as possible, making digital dates do for now.
It’s important to get out of the house daily, take advantage of what little natural light we have during winter – even cloudy light is beneficial. Walk out!
It’s important to find contact with nature in whatever way you can because nature can be so healing. Do this through walks, gardens, parks, planting your own seeds in hope for times beyond the now. Visit the same bit of nature every week and watch it change, even if only the front gardens you pass on your walks. Watch for bulbs coming, buds changing, colours returning on the trees and shrubs. It’ll help us remember different times will come.
Don’t forget the Big Garden Bird Watch coming up, take part, and check out the other activities on nature sites for even digital nature can help.
Eat well. Cook. Move. Look after yourself.
Whatever you herald as important the kids will too. The strength you show in dealing with these personal hardships will become their strength. And it will improve yours too, as helping others always does.
Parenting is already hard. Parenting through a pandemic makes it much worse.
But we have to remember that actually; there really is NO LOCKDOWN ON LOVE. Love for family. Appreciation of the things we do have. Being grateful. We must find other ways to express those things if we can’t hug etc. And a strength and determination to see this through and come out the other side.
It will happen. We just have to keep on loving till it does.
Whatever your youngsters are doing; school-at-home, home educating, further or higher education, or working, it’s worrying. For all of us. Everyone is suffering from anxiety over the unprecedented crisis the pandemic has caused.
So I kind of feel it’s unhelpful to suggest that one group, whether that’s the tiddlies or the teens, are suffering more than anyone else. It’s hard for all in different ways, adults included. Each group has their challenges. Everyone needs compassion right now whatever stage we’re at in parenting or education, work or family.
However, I do have particular compassion towards those parents who have dutifully invested in an education system via schooling, now taken away, that had become increasingly flawed. And that was before the pandemic and school closures even started. For those flaws are showing up now more than ever, the rigidity of it most of all.
Parents have been driven to believe that schooling is the best for their youngsters’ education. Urged to believe that a rigid structured approach to learning, with targets, tests and continual measurement is the only way to educate. In fact they’ve been hoodwinked into believing that, without it, their children will be failures with no hope of a successful future. Sold the idea that without endless grades their young people will never be employable.
Parents have been sold these ideas through powerful educational politics and emotional propaganda that keeps parents subservient to a system that suits the government. This is not because it’s best for the learners. But because a subservient population is easier to manage.
And currently parents are bombarded with statements about how this time without school will have a dire effect on their youngsters’ long term future, especially if they don’t do what the school wants.
None of this is helpful. And not actually true anyway.
Let’s face it; this crisis is going to have an effect on everyone’s future, not just the school kids. Whether it will be dire or not depends on how we respond to it. It will be different certainly, but different doesn’t necessarily mean dire.
However, I can understand parents’ anxiety about it.
Maybe what would help is to take a step back from this emotional bombardment from schools and see it from another perspective.
Firstly, success does not necessarily depend on grades. There are both employees and entrepreneurs out there who are proof of that, Richard Branson among them.
Secondly, education is not only about schooling, curricula, how many worksheets or work books you’ve filled, about targets, academic exercises, test passes, graded subject matter and the rest of the school strategies used to so-called educate. It is about developing a broad, cultured, inquiring mind that is curious and keen to develop the skills to learn. It requires far more personal skills than the academic – skills which are equally dependent on being learnt out of school, like motivation, communication, intuition, responsibility, independence, for example. (How can school kids develop independence when they’re constantly coerced into shutting up and doing as they’re told?)
And, thirdly, if you take a wider perspective, success is not confined to what happens between the ages of six and eighteen. Not confined to qualifications. It is a life-long, ongoing process that can be constantly developed and updated – independently of an institution – as much as in it. At any time.
Fourthly, youngsters are not necessarily going to be scarred for life by this disruption to their traditional, systematic schooling any more than any of us are. In fact, you could argue the opposite view, that they may benefit from it, as I hear on social media that some are.
We are all having to diversify, be inventive, manage our well being (particularly tricky with being so confined), whatever group we’re in, to get through this. But they’re good skills to practise!
So it may be wiser to adopt strategies to calm the worrying about how to prop up a system that is outdated, consumerist, blinkered and damagingly conservative anyway, ignore these horrible emotive threats from schools, keep in touch with other parents so that you can question and rebel against the abominable practise of fines against those parents not keeping in line. They can’t fine you all. And besides, how did threats and fines and bullying ever become an acceptable approach to education?
Be bold. Do what your intuition tells you is best for you and your family. Question why schools ask of you what they do. And develop a wider perspective on this out-of-school time, the most difficult of which, for the time being, is looking after your mental well-being.
Learn to look at education differently. Look up how experienced home educators have done it so successfully over many years, resulting in intelligent, productive, qualified and successfully working young people, who mostly ignored school practises and did it their way. Look at their approaches and philosophies (Read mine by scrolling down the ‘About Home Education’ page on this site) and develop a different perspective. Take charge of your children’s education for now. Your child doesn’t need to be fodder for school stats.
Try to encourage your youngsters to be busy with a wide range of activities which interest them, which they may never had time for before. Variety develops intelligence and skills far more than a narrow curriculum does. Hang in there until better times are here.
I very much doubt that in twenty years time anyone is going to look back and say I’m a total failure because I missed a year of schooling. Because by that time they won’t be total failures anyway, they will have adapted, updated, found other ways forward, made a different success. Your child’s success isn’t determined by their school years alone. Have faith. Success is a long term thing often based in an ability to diversify and be resourceful, just as we are doing now.
Then, maybe, as Spring approaches and parents question and demand changes, not only will you see bulbs blooming, but also the burgeoning of a better education system than the restrictive, inhibiting, coercive, political one we have now, a new one that is not just there to serve the politics, but that actually serves our learners well.