“Birkbeck has so many resources when it comes to study skills and I have been able to pass those skills on to my boys.”

Last month, we bought three current part-time Birkbeck students who are also parents together to talk about how they made the step into studying and how they’re managing studying while looking after their children under lockdown.

In this blog, We’ll hear what Liliana (Accounting and Management FDA), Fentezia (Film and Media BA) and Mohamed (Applied Psychology CertHE) have to say about how they’re managing juggling studying and childcare in this challenging time.

If you’re a parent thinking about studying, email us at getstarted@bbk.ac.uk for information and advice about starting a university course. Now, over to Liliana, Fentezia and Mohamed!

Mother and daughter home schooling

Thank you for agreeing to share your thoughts with us about studying while parenting. We know it must be a busy time! So, tell us a little bit about why you decided to come to Birkbeck and what you enjoy about your course?

Fentezia: I decided to come to Birkbeck due to the great reputation it had, and flexibility of learning in the evenings. I enjoy my course because a lot of the lecturers are already established in the film and media industry and you get a lot of insight in it through them. The students are also mature and most are returning to education and some have families so you have a lot in common with them.

Liliana: I first heard about Birkbeck at a family event in a university, I thought it was what I was looking for and the part-time option made it easier to make the decision to study for a degree as I thought to myself ‘How can I juggle having two children a part-time job and studying!’

Birkbeck has so many resources when it comes to study skills and I have been able to pass those skills on to my boys. Learning together and being able to find the answers to topics have made me more confident as a parent when helping my children with homework.

Mohamed: Studying Applied Psychology has really given me an insight into why people do the things they do. I enjoy the course because I get to learn more about people. This was really important to me coming from Sierra Leone, it helped me understand the conflict in my own country and why people act the way they do. I’ve also enjoyed the child development parts of my course where I’ve learnt more about how children grow and learn.

How do you normally juggle childcare and studying when you’re attending on campus lectures?

Fentezia: Luckily, I have family that can help and being part-time, I only study two nights a week. While my children are in school, I also take the time to do assignments.

Mohamed: Usually it’s no problem at all. As the classes are in the evening, I can look after the baby during the day (my son is only 19 months old) and swap with his mum in the evening. Sometimes it’s a challenge to do the academic work before class, but I manage to fit it around my other commitments.

Lilliana: I am very lucky because I have supportive parents that help look after my children in the evenings when I have classes. My dad is at home when my children get home from school and stays with them until I get home, he even cooks meals for us! When I study at home, I try to do it when they are at school or I will dedicate a Sunday morning to studying, I think it’s important for them to see my studying.

How are you finding parenting and studying during lockdown?

Liliana: In lockdown my time management skills have been put to the test, I’m working from home and have a collaborate session (a live workshop with other students and the lecturer) on a Tuesday evening, but I make sure I have a long break before I sit down to study. I try to study while they are getting on with schoolwork as I find this is the time when we are all studying which helps us focus. I don’t try to do a full school day with them, rather we are task-orientated and decide how long each task should take and allocate times – however, we also allow room for flexibility.

I give them at least three tasks on most days and it could be anything from getting a piece of homework done to vacuuming their room, this gives them a sense of accomplishment for the day. I have focused on teaching them essential skills like cooking and looking after themselves, I like to think I am preparing them for university life in the future. I also find time to go out for walks – this could be on my own or with my boys, it gives you clarity and a break from staying at home.

Fentezia: It has been challenging as I have taken on the role as governess without the patience of Mary Poppins! However, it has been nice to spend time with my children and see their progress. Sometimes I study while they do their learning, but it’s usually at night when they have gone to bed.

Parenting is harder because we have to do the domestic chores as well as home school and answer a million questions from our children, whilst also being followed around the house.

Mohamed: Staying at home has been good because it means I’ve got to spend more time with my son, but it has been hard because I can only really work when he is sleeping. Even when his mum is there, it’s difficult because there are lots of distractions.

Do you have any tips for other students who are also trying to juggle studying and parenting at the moment?

Fentezia: I would recommend PE with Joe Wicks he is now like a TV family member; the sports sessions help the kids burn excess energy. Home learning should be done in the morning when their minds are fresh and get them to read in the afternoon to give you a bit of (quiet) time to do some work.

Don’t forget to rest and eat well so that you have the energy to do your own work at night. Try not to get too stressed, stick to a good routine and set a bedtime for the kids.

I’m also Birkbeck’s Student Parents & Carers Officer, so if you are a student who is also a parent, email studentsunion@bbk.ac.uk to find out more.

Liliana: Take breaks and do activities together such as cooking and playing board games, it’s also important to do sports with your children; this could be a bike ride around London or just around the park.

Take time for yourself and do something you enjoy like reading a book or watching your favourite series. It’s okay to ask for help – email your teachers.

Mohamed: It’s important to find space to be alone and to have some quiet. Make arrangements with your partner to have that space.

Make sure that you reach out to get support, for example, charities or services at the university. Try your best, look for support, go to school but it can be a challenge sometimes!

Further information: 

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The Family Learning Series

Birkbeck’s Access and Engagement team and Brittney Chere and Jessica Massonnié from Birkbeck’s Centre for the Brain and Cognitive Development, have launched a virtual Family Learning Series for parents and children. The series of videos, ‘The Brain Explained’, are short lessons accompanied by fun activities for impactful family learning.

In February, the Access and Engagement Team along with Jessica Massonnié and Brittney Chere from Birkbeck’s Centre for the Brain and Cognitive Development delivered a workshop for children and parents at Stratford library. Over 10 families joined us for an hour of activities which included making your own neurons and building a brain hat.

With more family workshops planned for the Easter holidays and as Covid-19 shut all public venues, we began thinking about how we could bring our family learning programme online – and this is the result!

Below you’ll find four videos led by Brittney Chere focusing on the brain and including activities that you and your child/children can do at home. These activities are best suited for primary school aged children (Year’s 4-6) and we hope that they can play a role in any home schooling you are doing with your children right now.

The Brain, Explained: Part 1

Now you’re ready to get going- watch this video to start learning about the brain!

Activity 1 resource: Trace the Brain (1)

The Brain, Explained: Part 2

 

Activity 2 resource: Brain Hats

The Brain, Explained: Part 3

Activity 3 resource: ChatterBox instructions and activity ChatterBox.

 

The Brain Explained: Part 4

Activity 4 resource: Brain Game Instructions, Brain Game Board, Brain Game Neurons.

Where can I find other learning resources?

If this has sparked your interest as a parent in psychology or the brain, why not take a look at the Centre for the Brain’s virtual coffee mornings where you can hear from researchers about their research. Other Birkbeck events can be found on our events page.

If your child wants to find out more about the brain or how the body works; check out this University of Washington resource which has lots of great activities including these fun experiments you can do at home! This website also has some great science resources.

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Action on Home Education: impact challenges

Daniel Monk, a Reader in the School of Law looks at the background to a short debate about home education that took place last week in the House of Lords

home-educationThe right of a child to an education is widely accepted as being a ‘good thing’. It is what some people describe as an ‘apple pie’ issue: something that is so obviously nice, and comforting, that no one could possibly object. But what the right to education means in practice is complicated and contested and inherently political. And nowhere are the underlying tensions as acute as in debates about home education.

This is because ‘education’ is often equated with ‘schooling’, and the latter exposes the child not only to other children but also to the ‘professional’ gaze of teachers, inspectors and social welfare agencies. Consequently, home education challenges popular assumptions about child development and ‘socialisation’ and at the same time raises questions about the state’s role in both enforcing the right to education and in defining the content of education. These latter questions go to the heart of debates about the nature of democracy and this is evident from comparative perspectives. In Germany home education is unlawful, whereas in the USA it is constitutionally protected and practiced on a large scale. This country adopts a characteristically mid-Atlantic position. It is well established in law that parents can comply with their legal duty to educate their children by means of home education. But while this is unquestioned by policy makers, what is disputed is the extent to which home education should be monitored.

Concerns about raising educational standards, the number of children ‘missing education’, increased inspection of independent schools, and an emphasis on ‘safeguarding’ agendas in inter-agency cooperation, have all highlighted the anomalous position of home-educated children. And at the same time the number of home educated children has and continues to increase and is sometimes referred to as a ‘quiet revolution’. There has been a 65% increase in children recorded as home educated over the last seven years, and estimates vary from 36,000 to far higher. However, no one knows precisely how many children are currently home-educated. This is because unless a child is being removed from a school, parents are not obliged to tell anyone.

The reasons for this increase are complex and varied. Home educators include those who object to conventional schooling, sometimes on the basis that it is too permissive and liberal and, conversely, sometimes for being too traditional and overly prescriptive. But they also include parents who have felt that have no other option as a result of failures to address bullying in schools or through the much-criticised practice of ‘unofficial’ or ‘illegal’ exclusions.

Even when a local authority knows about children in their area that are home-educated there is confusion about what their current monitoring duties and powers are, and this is compounded by the fact that the current guidance produced by the Department of Education in 2007 is both out of date, unclear and provides advice based on questionable interpretations of the existing law that restricts a more pro-active investigatory role.

Attempts to address the issue were made by the last Labour government. It commissioned a review of the law, The Badman Review, which recommended the introduction of a compulsory national registration scheme. This was included in – but subsequently dropped from – the Children, School and Families Bill 2009. At the same time a report by the House of Commons Select Committee for Children Schools and Families (2009) concluded that it was ‘unacceptable that local authorities do not know accurately how many children of school age in their area are in school, are being home educated or are otherwise not at school’. The Committee heard from Sue Berelowitz, The Deputy Children’s Commissioner, who argued that it was ‘not acceptable that the state should not be able to vouch for the education of so many of its citizens’. In its final report the Committee also quoted extensively from an article of mine. This confirmed what others have found: that in an age of political sound bites, Select Committees are institutions that can often be refreshingly receptive to academic research. More recently, in May 2016, the Wood review of local safeguarding children boards, commissioned by the Department for Education, concluded that in relation to home education, that a ‘local authority is not able to assess either the quality of education being received by the child or whether there are any safeguarding issues that require attention’ and that ‘this needs to be addressed urgently’.

Despite these widespread concerns, to date both the Coalition and the current Conservative governments have refused to act. One possible reason for this is the highly effective lobbying by home education activists. While apolitical, the lobby’s arguments against enhancing monitoring cohere with predominantly Conservative parliamentarians’ concerns about expanding the role of local authorities (in particular in the context of education), the necessary additional expenditure, and perceptions of the ‘nanny’ state. However, the contingency and indeed inherent contradictions underlying these concerns came to the fore in 2015 when the government initiated a consultation about the law regarding unregistered schools. This was motivated by wide-ranging safeguarding and welfare concerns raised by OFSTED, but also by distinct concerns about ‘radicalisation’ and the perceived existence in some places of ‘a narrow Islamic-focused curriculum’. While wishing to address these issues, the government at the same time made explicitly clear that it had no desire to address issues relating to home education. In responding to the consultation I argued that not only did this further exacerbate the anomalous position of home education, but that it also failed to acknowledge that home education could be exploited by anyone wishing to avoid the proposed enhanced monitoring of other out-of-school settings.

Tying to motivate the government to act over home education is hard. But concerns about unregistered schools have, albeit unintentionally, opened the door to calls to act more widely, and for those not uncritical about the ‘radicalisation’ agenda this linkage highlights the messy complexity of political strategizing. Another way of keeping the issue of home education on the agenda, indeed any issue a government would like to shelve, is by drawing an issue to the attention of sympathetic parliamentarians who are receptive to engaging with work by academics. I adopted this approach here, and last week the cross-bench peer Baroness Deech asked an oral question in the House of Lords about the government’s failure to respond to the recommendations of the Wood review. These questions provide approximately seven minutes for a mini-debate. Condensing detailed academic arguments into a briefing note to effectively assist peers in this debate was challenging and brought to mind the quip: ‘I’m sorry this is such a long letter, but I didn’t have time to write a shorter one’. In response to Baroness Deech’s questions and to those of the six other peers who spoke, Lord Nash, the Parliamentary Under-Secretary of State for Schools, offered no clear answers. But the questions and the short debate send a message of support to local authority professionals who struggle in difficult circumstances to do their best to support and protect home-educated children and reminds the government that their inaction is not unnoticed.

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