Summer school is a great way to build interpersonal social practices and advance academically in various topics. In addition, getting a student out of their comfort zone in the world of education can be a great way to encourage confidence and the exploration of new subjects and areas of life that they might not have previously been exposed to. Learn more about the vast benefits of Summer Schools here.

 

What are the best tips for choosing a summer school?

When choosing a Summer School, picking a subject, course age group and location are three key things to consider. Our Director of UK Operations at Gabbitas, Natallia Patsaluyonak, notes 5 key things that should be taken into account when choosing a Summer school:

 

1. Picking a subject

Decide why the student is considering Summer School; do they want to make more friends? Are they interested in exploring different countries and cultures? To learn about a specific topic or to practice their language learning skills? These questions are vital in choosing the right subject, school, and type of programme most suited to their needs. 

Other than choosing a subject or topic to study, it is also essential to consider the programme type. For example, is the student interested in broadening their academic ability overall, or are they interested in choosing a course that gives them comprehensive knowledge on a specific topic? If studying a language course, identify whether they are a beginner, conversational or fluent.  

When it comes to subjects, the list is endless: Digital Animation, Coding, Humanities, Future Medicine, Cultural Studies, International Business Law, Entrepreneurship, International Relations, Mind and Body Yoga, Intensive English, Engineering, Fine Art, and so many more. 

To the same degree, the interest of the student’s chosen subject also needs pairing with the institution and tutors’ approach/ teaching style. Compatibility between the course syllabus and the teaching style will ensure that the student is fully engaged, interested and, most importantly, has an excellent learning experience.

 

2. Course Age Groups

Summer schools can start as early as six years old and up until eighteen. There are also courses for over eighteen-year-olds, generally found at universities.  

Summer schools divide their courses based on age, similar to traditional schools, for the same reasons. Ensuring the syllabus, teaching methods and level of academic knowledge are compatible with the student’s attained academic ability will help gain the best educational experience. Age-specific group courses also help students fully immerse in the classroom, as students usually prefer to be included in a similar group in life stage and academic ability.    

 

3. Research the location

Going to summer school in a desired location, such as Oxford, Milan, or Shanghai, can be the deciding factor in choosing the right program based on the student’s desires. Yet the place might also be the most difficult decision you or the student will have to make, due to distance, and for what many students maybe their first time travelling alone. With that in mind, it is vital to research the grounds of the school where they will be staying, as this is an integral part of the course’s overall experience.  

In addition, consider the students’ use of English – does the USA or the United Kingdom suit them more? If the student wishes to study in the country in the future, Summer School will often be their first impression. Oxford is a historic city, steeped in academic excellence. London is a vibrant, cosmopolitan metropolis, with a vast variety of academic institutions. A company to consider that runs summer schools in well renowned institutions in these locations is Oxford Summer Courses.

 

4. Accommodation

On-site residential accommodation will help with a student’s immersion into the course, not just in terms of staying within the school grounds, but often as a way to build closer relationships and social interactions with peers. Students will typically be offered catered accommodation, included in rate, whilst older students can be given the option of self-catered. Depending on the level of independence they desire, these options are essential to consider in ensuring students have a good experience. 

 

5. Research the teaching staff

Looking up the tutor, teacher, lecturers or specialists delivering the courses should also be a factor to consider. To get the most out of Summer Schools, check for esteemed guests, academic qualifications, and the Summer School’s approach to teaching. Knowing all these might be the difference between a good and a great course. 

If you are studying a language, you must check for tutor qualifications to ensure accredited educators teach the course with recognised qualifications for language teaching. Make sure you read through all the course material on the relevant website and email ahead to ask the administration team for any further clarifications or questions. They would be happy to help.

 

A bonus tip below is:

 

6. Contact a Consultant

The decision-making process can be confusing and arduous, given the sheer number of courses and everything else that must be considered. Consultants are a great way to narrow down information and options by working specifically with the needs and desires of students – making sure they apply to the best possible schools.

If you are still unsure about Summer Schools or do not know where to start, contact one of our expert consultants with years of experience in independent education by emailing info@gabbitas.com or alternatively call +44 203 026 7443.

With the relaxing of Covid restrictions in the UK, schools across the country are thrilled to welcome students back to their summer school programmes. From late June until the end of August, there is a wide variety of summer schools designed to enrich your children’s summer holidays, provide an invaluable experience of life at a British boarding school, and improve their understanding of British culture.

 

What are the benefits of summer schools?

Summer schools provide their students with a toolkit for future success, by building upon their current interests and strengths through academic study, sport, music, and other extracurricular activities. Not only will they develop their current skill set, but they will also have the opportunity to venture into new fields and take on novel challenges. Students will gain soft skills such as collaboration, leadership, and independent thinking. These are highly sought-after qualities and will be looked on favourably by admissions teams and employers alike.

They will benefit from all of this whilst thoroughly enjoying themselves. Students across the world have dealt with unprecedented times and it is important to have some time to unwind and relax. Spending time with peers and like-minded individuals with an array of facilities and activities at their disposal is the perfect way to achieve this.

 

Where are the summer schools located and how do I narrow down my options?

The variety of summer school options is very broad. If your child loves the water, they could spend part of their summer in the Lake District or the Brecon Beacons, where they could learn to canoe or paddleboard. Perhaps your child would prefer a sprawling country estate in Surrey with acres of sports facilities for them to enjoy. Or maybe they would relish the peace and quiet of a quaint cathedral town in Somerset. Whatever the preference, there is an ideal location to match every student’s wishes.

 

What will my child do at a summer school?

With a range of locations comes an abundance of possible activities. Most summer schools specialise in a particular area so you should have a clear idea of what your child would like to achieve before deciding which summer school they are going to attend. Much like when deciding which school they will attend, there is no ‘one-size-fits-all’ approach. Below, we have outlined the types of summer school to help you understand the available options.

 

Intensive English improvement

If your child is hoping to attend a British Boarding School, it is necessary to have a strong grasp of the English language. Many summer schools are designed to significantly improve English skills in a short period. They tend to be structured similarly to a school day, with morning and afternoon lessons before social activities with the other students in the evenings. These are available for students of all levels, for those who are complete beginners, to those who wish to complete their higher education in the UK and just need to refine their language skills. Bede’s Summer School in Sussex is an excellent example of an English-centred summer school. You can read more by clicking here.

 

Preparing for future studies

When applying to universities, it is very useful to have some background knowledge in the subject. Any relevant studies can be mentioned in personal statements and the time taken outside of regular school hours shows a genuine passion for the subject. Charterhouse summer school offers courses including “Introduction to Law” which will help with a seamless transition to studying law at university and, “Entrepreneurship” which will help develop many useful skills for business studies and related courses. Read more about their courses in their brochure.

 

STEAM (Science, Technology, Engineering, Arts and Maths) courses

STEAM subjects are highly competitive and courses like that offered at Reddam House in Berkshire, provide students with a novel way to develop their knowledge and get ahead of their peers. Students will have the opportunity to show their innovative side through design and robotics projects, each taking home their creations at the end of the camp to remember their experience. Find out more about Reddam House Berkshire by clicking here.

 

Extra-curricular academic courses

These courses are for those who wish to develop extensive knowledge outside of the school curriculum and challenge themselves, in addition to adding an invaluable experience to their university applications. The Catalyst course at Winchester College is an excellent opportunity for high-achieving students. The digital course focuses on change in the past, present, and future and is delivered by a team of experts, including a polar ecologist and a Stanford University Professor. Discover more by following this link.

 

High-level sports coaching

With options for both high-level athletes and beginners, your children could spend two weeks of their summer developing their skills with the guidance of professional coaches. Options include Golf at Bradfield College (brochure), a professional dance course with Bede’s (brochure), and football courses with Liverpool FC (brochure) and LaLiga, courtesy of Charterhouse and Bede’s respectively.

 

What measures are in place for Covid and student welfare?

Any schools recommended by us will have student welfare at the heart of their programme. The ultimate goal for students is enjoyment and to achieve this, schools will ensure all their needs are taken care of. Safeguarding leaders provide extensive training to all employees to ensure that they are best placed to look out for their students. All schools will have Covid measures in place, including double-vaccinated staff to minimize the risk of transmission. For specific details about each summer school, please send us an email and we will be happy to provide you with further information.

 

Get in touch

Our tutoring team would be delighted to help you select the best summer school for your children and to make the registration as easy as possible. Please get in touch today by emailing tutoring@gabbitas.com, alternatively call +44 203 026 7443

1. My daughter’s primary school has suggested she may fall into the ‘gifted and talented’ category. I’m a bit uncertain as to what this means, so would it be a good idea to get further advice and/or look for a school that has expertise in managing her academic and pastoral needs?

Answered by Anastasia Hatvany — Senior Schools Consultant and SEN Specialist

The Department of Education and Skills defines those supported by the national programme for gifted and talented education as those with abilities at a significantly higher level to their peers.

The word ‘gifted’, is usually associated with academic level, and ‘talented’ refers to other areas such as sport, drama, art or music.

At Gabbitas, we are often contacted by anxious parents who say, “my daughter came out of school in tears today as she was asked to put her hand down and give the other children a chance to answer in class.” It is any wonder that a bright child may become disengaged from classwork and start to either switch off or become disheartened.

Many primary schools have an excellent provision for G&T children, but parents may like to consider the private school option where class sizes are smaller and, as such, the academic pace is a little faster.

If finances are an issue — as they are for so many in the current climate — many private schools offer scholarships in different disciplines such as academic, music, the arts, and sport to pupils who are particularly gifted and talented. Furthermore, these scholarships can also be supplemented with a means tested bursary, with some schools offering extremely generous bursaries of up to 100% for a particularly talented young person.

Every school has a different procedure for scholarships — whether that be attaining the best marks at the academic assessment, an excellent reference from their current school and an impressive interview or more specific assessments for music, all-rounder or sport.

Applying for a scholarship is the easy part, applying for a bursary can take considerably longer — and not everyone will be successful — but if your child is happy and thriving at school, the hard work and form filling is a necessary evil.

It would be a good idea to seek further advice and explore the options available to ensure that your child achieves their potential. If you decide you would like more advice on finding a suitable school for your daughter to excel at, please do get in touch with us at info@gabbitas.com.

 

 

2. Our child’s self-assurance and academic motivation seem at a really low ebb after remote school. We are wondering if a tutor could give the support they need to help boost both learning approach and confidence. What are your thoughts?

Answered by Anastasia Hatvany– Senior Schools Consultant and SEN Specialist

In a report by The Lancet, June 2020 the opening paragraph states: ‘Adolescence (the stage between 10 and 24 years) is a period of life characterised by heightened sensitivity to social stimuli and the increased need for peer interaction.’

Is it any wonder that many teenagers and children have found distance learning extremely challenging? Schools have gone above and beyond to try and engage pupils with their learning and make lessons more accessible and enjoyable but, when much of the fun has been taken out of day to day living, sitting in front of a computer can be rather a dry experience.

Feeling isolated and lonely is horrible at any age but even more so as a teenager — and these feelings can be exacerbated when learning online is difficult. It is all too easy to fall behind in class and become demotivated — it becomes a vicious cycle.

We have suggested to many families during this difficult time to engage a tutor or a mentor. A tutor/mentor is the best of both worlds. The best tend to be young people, with energy, motivation, leadership qualities, teaching ability and an engaging personality. A good role model can have an extraordinary impact on a teenager’s confidence and wellbeing.

Tutors can help pupils revisit topics and talk through areas that they are unsure about, thereby increasing pupils’ confidence and ensuring they have full understanding of a subject, but also helping them enjoy learning once more.

Agencies like Gabbitas can help you find suitable tutors, please do get in touch with us if you’d like to hear more.

 

 

3. We’ve been put on watch that my job may require a spell overseas in about 12-18 months’ time. This would be a bad time to move our older son out of UK education. We don’t have a big family support network, so would guardianship be an option and how does this work?

Answered by Diana Gwynn — Guardianship Manager

Guardianship (to cover exeat weekends and sometimes half terms for boarders) is obviously a big decision. Schools will normally insist that a guardian be within a maximum journey time from the school of around two hours.

Obviously, many would choose family, but when they do not have any like yourselves, or feel the responsibility may be an unfair burden to place on family and friends, guardianship agencies (such as Gabbitas) are set up to fill that gap.

The agency itself is the ‘guardian’ and can give support and advice on a whole range of issues and act as a central point of contact between the school and parents. Agencies vet and recruit a network of host families to provide support and accommodation to students whose parents are based overseas.

The profile of these families varies from those whose own children have flown the nest to those who still have school aged children but perhaps want to broaden the family’s horizons. Good agencies visit all applicant host families and carry out vigorous checks and take up several references.

To ensure that you are happy with the regular host family for your child, you will usually be sent details of a couple of families for you to choose from and there may also be the chance to visit them and form a direct contact before you depart overseas.

As well as linking you up with a host family, the agency will assign a named consultant to your child who can provide ongoing support to you and your child throughout their time at school on a myriad of issues such as buying school uniform, setting up a bank account for pocket money and liaising with boarding and academic staff at the school.

Having an agency and a host family support your child also means that there is also always 24/7 cover in an emergency and a reserve host can be found too if necessary.

Bonds made between host families and students can last long after school life finishes!

If you’d like to find out more about how guardianship works, get in touch with us at guardian@gabbitas.com

 

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This article was originally published in the Spring 2021 edition of Absolutely Education

The festive season is set to look very different this year due to the Covid-19 pandemic.

The school holidays, however, will still be the same length and without the usual activities like museums and visits to friends available to families this festive period, keeping morale high and children entertained might be a daunting task for some, especially after the long and mentally draining Autumn term.

Here we unpack a few ideas to help children recover from learning fatigue and keep the whole family stimulated over the festive period.

Write a festive quiz

Why not organise a festive virtual quiz for the whole family to enjoy? For example, children could host a round on famous festive movie scenes that they act out themselves.

Design season’s greetings cards

Let your children create their own card designs this year, perfect to send to family and friends.

A festive baking competition

Baking has become such a popular pastime over the course of the pandemic, mainly thanks to it being accessible to all ages. As a family why not try baking your own biscuits, cakes, mince pies, gingerbread houses, and even Christmas puddings.

Make gifts for neighbours

Not everyone is fortunate enough to have family or someone to visit during the five-day break, especially the elderly or those with family overseas.

Find things around the house or order in some craft supplies to create fun and unique gifts with your children.

London lights

Despite many of the typical attractions in London having to be closed or restricted this season, for some fresh air and exercise take a walk around London to see all of the festive lights.

Popular displays tend to be found at Regent Street, Covent Garden, and Kew Gardens, but no doubt there will be plenty local to you.

Of course, these are just a few examples of activities that are fun, revitalising but also encourage your child’s creativity and passion for learning and putting into practice new skills. Whatever you choose to do, we hope you have a very happy festive season and winter break with your children.

 

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This article first appeared in the December 2020 edition of Battersea Life

With all the recent attention focused on a popular TV presenter, who sadly took her own life following struggles with her mental health, the issue of wellbeing has never been more focused in popular culture. The resulting push to #be nice and the discussions surrounding the horrors of ‘trolling’ on social media have put wellbeing back on the agenda.

The launch of the Royal Foundation’s ‘Heads Together’ campaign to tackle stigma and change the conversation on mental health has also highlighted the need to take Wellbeing seriously as an issue for young people. Too often, students feel afraid to admit that they are struggling with their mental health.

Surveys suggest that more than half (56%) of children and young people say they worry “all the time” about at least one thing to do with their school life, home life or themselves. Factors such as knife crime and the abuse and impact of dangerous sites and bullying on social media have taken their toll. In March this year the charity Childline reported a significant increase in the number of 11 year olds calling with suicidal feelings. Most of those reaching out were teenagers, but there has also been a sharp rise in under 11’s receiving help – up 87% since 2015/16.

So, what can be done to support our students’ wellbeing and promote a positive environment in which they can thrive?

Wellbeing in schools

Many teachers find themselves on the front line, witnessing an increase in stress, anxiety and panic attacks in their pupils, as well as a rise in depression, self-harm and eating disorders. There is a very real emphasis on finding out how best to help young people under pressure, as well as to look at why they are under pressure, how to spot the early warning signs of mental health problems such as depression, and how to best deal with self-harm and eating disorders as well as the misuse and the need for affirmation on social media.

Sir Anthony Seldon is widely acknowledged for bringing concerns about young people’s mental health into the mainstream and discussing innovative ways of tackling them. He realised that a different kind of language was needed for talking about emotional wellbeing.

Since his initiatives, many independent schools have been prioritising their pupils’ safety and emotional wellbeing above everything else, identifying and tackling some of the causes of mental health problems and looking at ways that pupils can build emotional resilience.

Many now have an in-house counselling service, where pupils can openly discuss their mental health issues and get professional help. Activities like mindfulness, meditation, yoga and Pilates are increasingly part of life at many schools.  PSCHE – Personal, Social, Citizenship, Health and Economic Education-programme – promotes good mental health through consideration of different topics.

Mental health should not be treated in isolation – it must be integrated into the academic process, even areas like drama, in role play and sport, where fair play is a valuable skill to learn. It’s been widely recognised that openly talking about mental health is of vital importance. Pupils should know that when they are at school, they can approach any teacher, their tutor, Housemaster, Head of Section or the Chaplain.

Many schools run sessions for parents on issues of pastoral concern. Here at Gabbitas, we want to support our clients in every aspect of parenting. We have unparalleled expertise in finding schools for children with special needs, be it dyslexia, ADHD, Asperger’s or depression. We’ve also compiled a list of recommendations to parents on how to support children if you, as a parent, think they might have mental health issues.

 

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This article from Vanessa Milner at Gabbitas, first appeared in the Early April 2020 edition of Independent Education Today

Many schools run sessions for parents on issues of pastoral concern. Here at Gabbitas, we want to support our clients in every aspect of parenting. We have unparalleled expertise in finding schools for children with special needs, be it dyslexia, ADHD, Asperger’s or depression. We’ve also compiled a list here of recommendations on how to support children if you, as a parent, think they might have mental health issues.

1. Encourage conversation

In a world of emojis, acronyms and abbreviations, it’s important to take some time out to talk to your child, without overwhelming or intimidating them. Be casual when you first start the conversation and let them speak, without voicing too many of your own opinions. That way, you will make sure that they tell you how they feel, rather than what they think you’d like to hear.

The conversation doesn’t necessarily have to be about mental health – it’s just about making them feel comfortable with talking to you so that, if something does start upsetting or worrying them, they know they can turn to you. Talking to your child about mental health is a good thing and if they want to discuss it with you, all the better. The more secure they feel about talking to you, about problems big or small, the more likely they are to be open.

2. Be patient

The thought that your child’s mental wellbeing might be suffering is undoubtedly hugely worrying for a parent, and this worry can often turn to frustration and feelings of helplessness. However, it is important to wait until your child is ready to share. It can take them some time to open-up, acknowledge their feelings and be able to articulate them fully. They might feel ashamed or embarrassed. It is important that you don’t push them and let them talk to you when they are comfortable, not because they are pressurised to do so. Patience can be especially difficult for parents, as they want to help and might feel frustrated at times, but try to persevere and remain calm. Meantime, talk to someone yourself, share your thoughts in confidence with a close friend or family member, who can offer support and advice.

3. Be present

It can be difficult at times to balance work and parenthood at the same time as worrying about your child’s wellbeing. However, it is essential that you carve out a bit of time each day to just be one-on-one with your child, whether it is simply to talk or do something fun. Switch off your phone, ignore any emails and just focus on quality time together. 

4. Don’t overreact

There’s no doubt that being a modern teenager is tough, but it’s important to identify the difference between adolescent phases and other, more permanent, issues. While it is natural for a parent to be worried about their child, it is also vital to remember that children will go through stages as they experience new emotions. They might be adapting to a new change in their life, perhaps it is a new school, a new circle of friends or even a small change in their routine. Often, with the right support from their family, children’s behaviours can change and go back to how they were. Be sure to monitor changes in your child’s behaviour over time as, if you do end up having cause for concern, this will help identify any possible patterns in their moods.

5. Look after yourself

Remember that you are the ultimate role model for children, and that includes leading by example when it comes to mental health and general wellbeing. It will also do you some good, too. Look after your own mental health, as that can only have a positive impact on your family. Similarly, think about how you show your own emotions of anger and distress in front of your kids, as they are likely to take a lot of behavioural cues from you.

6. Make sure your child gets enough sleep

A recent survey showed that just 15% of British teenagers report getting enough sleep, relaxation and exercise. These three things are crucial to a healthy mind set, so be sure to instil the importance of these factors in your children. The issue of sleep is the focus for this year’s Mental Health Week May 18-24 2020

7. Seek help

If you have persistent worries about your child, then it is important to do something about it. Often, it can be enough to ask your child what they think might help them to feel better and to implement the change. However, they may be unwilling to speak to you about their problems or they don’t know themselves what could help. If you are deeply concerned, you should visit your GP – your child can have a one-on-one meeting with them, or you can talk about your concerns and ask for some guidance. Alternatively, discuss your concerns with your child’s teacher or school, they may be able to offer your child support during the week.

There are also many charities and organisations which offer information and support to parents and young people that are worried or affected. Some also have helplines that you can contact and speak to someone directly. Amongst them:

• Mind https://www.mind.org.uk/
• Young Minds https://youngminds.org.uk/
• Sane http://www.sane.org.uk/
• Heads Together https://www.headstogether.org.uk/
• Minds Ahead https://www.mindsahead.org.uk/
• Place2Be https://www.place2be.org.uk/our-story.aspx

Also, check out the personal development and mental health app Remente https://www.remente.com/

Autumn term is the longest term of the academic year. By the time children finish this term they will have gone through hours of studying, learning and performance pressure which can leave them fatigued, stressed or anxious. That is why using the winter holidays for relaxing and mindful activities is hugely beneficial to your child’s mental wellbeing as well as providing a good way to prepare them for the Spring term.

Often children try to find relaxation in front of mobile phones, gaming consoles, laptops or television. Little do they know, however, that excessive consumption of technology can have the exact opposite effect on them.

Spending time together as a family is a great way to counterbalance the use of too much technology. Here are some activities we suggest the whole family can get behind.

Make the most of Museums

With the cold and rainy weather outside, winter is the perfect month to visit some of the UK’s greatest Museums. While you might have already been to The British Museum or The National History Museum, why not consider some that are not as obvious but no less fun. Below are a few we have personally visited and recommend.

London Transport Museum

A very interactive museum, London Transport Museum is geared to welcome younger visitors by telling the history of London and its transport in a fun manner.

V&A Museum of Childhood

This museum offers a great experience to connect our children to toys of the past, present and possible future. The V&A Museum of Childhood

Roald Dahl Museum

As one of our favourite museums, the Roald Dahl Museum aimed at ages 6 to 12 allows children to look back at Dahl’s life and (re)discover his stories.

Taking a Winter Walk

We all know the befits of physical activity and the importance of instilling the love for the outdoors in our children. Choosing the right route is the most important thing to consider when teaching youngsters the benefits of the great outdoors. Think practical, fun and simple. Make sure to choose a route you know your children can complete before they get bored.

Finally, enjoy being outside with your family. Participate in finding animal tracks, looking for sticks and stones to collect or puddles to play in.

The Thrill of the Theatre

One way to make Christmas truly magical and invoke love for the arts in children at the same time is to visit a Christmas show. Produced and directed with children in mind, theatre productions are fun for the whole family and there are some stunning productions playing in theatres all over London.

There are, of course, many more activities that families can enjoy together without the need of technology or screens. You might want to try organising a board game tournament with prizes for winners, or get crafty by making snow globes, festive buntings or even giving homemade Christmas crackers a go. Whatever you choose, however, doing it together as a family will contribute to not only your child’s overall happiness but also will facilitate relaxation, and mental preparation for next year.

We wish you a very happy festive season.

 

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This article from Dilara Cabuk at at London-based education consultant, Gabbitas, first appeared in the December 2019 edition of Battersea & Wandsworth Life

Autumn term is the longest term of the year. By the end of this time, our children will have gone through hours of studying, learning and performance pressure which can leave them fatigued, stressed or anxious. That is why using the winter holidays for relaxing and mindful activities is highly beneficial to your child’s mental wellbeing as well as recalibration and a good way to prepare them for the coming term.

Often, our children try to find relaxation in front of their mobile phones, gaming consoles, laptops or television. Little do they know, however, that excessive consumption of technology can have the exact opposite effect on them. We have previously written about the impact of screen time on children and their development which you can read in our article Screen Time – The Importance of Balance.

Spending time together as a family is a great way to counterbalance the use of too much technology. Here are some activities we suggest the whole family can get behind.

 

Top Activities for Children during Winter Holidays

Make the most of Museums

With the cold and rainy weather outside, winter is the perfect month to visit some of the UK’s greatest Museums. While you might have already been to The British Museum or The National History Museum, why not consider some that aren’t as obvious but not less fun. Below are a few we have personally visited and recommend.

London Transport Museum

A very interactive museum, London Transport Museum is geared to welcome it’s younger visitors by telling the history of London and its transport in a fun manner. Children of all ages can see and learn about everything from rowing boats and paddle steamers to double decker buses, horse-drawn carriages and electric trams. There are activities in the Family Station at weekends and holidays.

V&A Museum of Childhood

This museum offers a great experience to connect our children to toys of the past, present and possible future. The V&A Museum of Childhood introduces children to popular toys such as construction sets, doll houses and old bricks. They also have a drop-in arts and crafts classes as well as very enjoyable story-telling sessions.

Roald Dahl Museum

As one of our favourite museums, the Roald Dahl Museum aimed at ages 6 to 12 allows children to look back at Dahl’s life and (re)discover his stories through quirky mementos and activities. Especially their interactive and play based story telling sessions are a must experience when you visit.

Taking a Winter Walk

We all know the befits of physical activity and the importance of instilling the love for the outdoors in our children. As simple as it sounds, often times motivating children for a walk outside can be challenging to say the least. To get everyone on board, we have compiled some tips that can help with making that first step out the door easier.

Choosing the right route is the most important thing to consider when teaching young ones the benefits of the great outdoors. Think practical, fun and simple. Make sure to choose a route you know your children can complete before they get bored. Amenities such as parking, lavatories, cafes and a pub that serves hot chocolate for a morale boost (or carrot) are also important to consider.

Planning your walk together can also be great fun. Do some research on the wildlife that can be encountered or work with your children to come up with an adventure story. Getting them excited before the walk actually happens is key.

Finally, enjoy being outside with your family. Participate in finding animal tracks, looking for sticks and stones to collect or puddles to play in.

The Thrill of the Theatre

One way to make Christmas truly magical and invoke love for the arts in children at the same time is to visit a Christmas show. Produced and directed with children in mind, theatre productions are fun for the whole family and often contain important lessons for the development of your little ones as well. It is a great and interactive way to take their minds off schoolwork and performance pressure while making sure they are still learning.

Some plays we can get behind are listed below. We do realise these are all bigger productions located in London, but there are others available in smaller locations as well which you can find out by getting in touch your local communities and counties.

Billionaire Boy at the Bloomsbury Theatre is a new staging of Dan Williams’ famous kids novel. The story is about a little boy who has all the money in the word but no one to play with. Then he makes some “normal” friends and adventures begin. Suitable for ages 5 and above.

The Pixie and the Pudding at the Little Angel Theatre in Islington is featuring this original folk story as a musical. The plot is around a “family who fall foul of a tricksy pixie” after forgetting to leave pudding out for a magical visitor. Suitable for children of 4 to 11.

The Canterville Ghost at the Unicorn Theatre in Borough is a child friendly version of Oscar Wilde’s witty 1887 novel. As a twist, the story is presented as a 21^st century adaptation with spooky effects. It is suitable for ages 7+.

Other activities for pupils and students on winter holiday break

There are, of course, many more activities that families can enjoy together without the need of technology or screens. You might want to try organising a board game tournament with prizes for winners, or get crafty by making snow globes, festive buntings or even giving homemade Christmas crackers a go. Whatever you choose, however, doing it together as a family will contribute to not only your child’s overall happiness but also will facilitate relaxation, and mental preparation for next year.

We wish you a very happy festive season to come. ⠀

Last week was Mental Health Awareness week, which highlighted yet again that mental health problems amongst young people are on the rise – stress, anxiety, panic attacks, self-harm, depression and eating disorders are on the increase. As a result, educationalists are searching for new ways of helping young people under pressure.  A new route being explored more and more is the connection with  … DOGS.

There has always been a special bond between humans and animals, especially dogs.  The bond was somewhat dampened in the seventies, when extensive press coverage of health hazards associated with dogs, first in the United States and later in Britain, lead to a growing anti-dog movement in the media and had a damaging effect on public perception of dogs and their owners. One of the first to challenge that perception was the charity Pro Dog; founded in 1976, it set out to highlight the beneficial influence of dogs. The charity gathered a panel of veterinarian and medical experts to respond to health scares; it also organised campaigns against restrictive laws on dogs and worked towards the abolition of the dog licence, which was eventually scrapped in 1988.

Since then, dogs have been allowed in – first cautiously, then more and more open-heartedly. Today, one can see dogs in nursing homes, hospitals and in workplaces. What about schools? A few months ago, the University of Buckingham organised a conference to examine how to respond to the stresses and anxieties facing young people. Speaking at the conference, Sir Anthony Seldon, the former headmaster of Wellington College and a longstanding advocate of the need for schools and universities to pay more attention to mental health, said that every school should have a dog to reduce stress in the classroom. “The quickest and biggest hit that we can make to improve mental health in our schools,” Sir Anthony said,  “is to have at least one dog in every single school in the country.” His words were echoed by the Education Secretary Damian Hinds, who noted that more and more schools seem to have what he called “wellbeing dogs”.

It is well know that when children are hurt or anxious or sad, they can relate to animals in a way they can’t with human beings. Indeed, having dogs at schools is both powerful and cost-effective. When dogs are present, children feel more relaxed. In many schools dogs are integrated into the educational process, they help to enhance learning  and encourage creativity. In one UK school, a dog is brought in to read with the children. The dog’s ability to respond to commands on flash cards encourages the children develop their literary skills.

In another school, a dog called Gus is an object of class discussions and is often immortalised in art.

In yet another school, a pioneering approach was developed in teaching teenage boys who have been excluded from mainstream education: the school has no uniforms, no detentions, and no punishments – but does have a dog, which has a calming effect and helps to bring barriers down in the school.

Similarly, therapy dog sessions are becoming more popular on university campuses. In the study published in the journal ‘Stress and Health’, researchers surveyed 246 students before and after they spent time in a drop-in therapy dog session. The study has found that when students are allowed to cuddle therapy dogs, their stress levels plummet, and energy and happiness increase. Encouraged by the findings, Leeds City College acquired a cockapoo. Five Labradors have joined the staff of Middlesex University to help students with exam stress and those whose anxiety puts them at risk of dropping out. Other universities have followed suit.

Having therapy dogs on campus is cheap — much cheaper than hiring extra counsellors or treating stress-induced disorders at medical clinics; dogs have a measurable, positive effect on the wellbeing of students: the simple act of petting a dog is shown to reduce blood pressure, lower levels of stress hormones, like cortisol, and increase oxytocin, all of which contribute to respiratory and cardiovascular health.

To make sure there is no danger, therapy dogs are carefully selected. The most important characteristic of a therapy dog is its temperament. A therapy dog’s primary duty is to make affectionate contact with unfamiliar people in sometimes-stressful environments. A good therapy dog is friendly, confident, gentle in all situations and must be comfortable and contented with being petted and handled, sometimes clumsily. They must have a calm and stable temperament and able to tolerate children, crowded public places and other stressful situations, without becoming distressed or dangerous.

From helping young children read to relieving the intense stress faced by university students, dogs are an increasingly familiar part of educational programs across the country.

P.S. Two cocker spaniels, Poppie and Daisy featured in the blog, are Gabbitas’ own.

With vaping rates amongst teens skyrocketing across the world, teachers, doctors and parents have expressed concern about the health risks amongst children and young people. Whilst there is an ongoing debate about the risks of vaping, the evidence seems to suggest that vaping can often be a gateway into conventional smoking for young people.

In one British study, teens using e-cigarettes who weren’t smokers became four times more likely to go on to smoke cigarettes. In the UAE vaping was illegal for many years, but this is now being overturned in hope to better regulate the industry. However, many worry that lifting the ban will encourage more young people in the UAE to become addicted to nicotine.

Sara Boomsma of Gabbitas Middle East takes a closer look into the dangers of vaping and how parents across the world can approach the topic with their children.

What is vaping?

When someone ‘vapes’ is the process of inhaling and exhaling the vapours produced by heating nicotine liquid in an electronic cigarette. A study by American Academy of Pediatrics found that ‘open’ vaping devices by far most popular with teens. A popular brand is called JUUL and the size of a USB stick and comes in a variety of ‘fun’ flavours but also delivers a high dose of nicotine. There is often an assumption amongst young people that this is simply harmless water vapour but that is simply not the case. As well as nicotine, the e-cigarette aerosol can include chemicals that lead to lung disease and cancer.

Why are more young people vaping?

Studies have suggested that e-cigarettes are now the most frequently used tobacco product amongst adolescents with peer pressure and ‘everybody does it’ being cited as the most common reasons. Smoking never really became ‘uncool’ amongst young people and many think that the perception of vaping not being ‘as bad’ for you has resulted in more teens taking it up.

Furthermore, whilst previously the harshness of smoke from normal cigarettes would often limit how much young people would smoke or even discourage them altogether, it seems that as the vapour from e-cigarettes is much easier to inhale it doesn’t deter teens in the same way.

Many condemn the marketing of e-cigarettes as it appears to very much appeal to young people. Often they will have a really sleek and cool design, plus the added sweet flavours can make these even more attractive to young people.

What are the dangers?

When e-cigarettes were first introduced to the market, they were billed as a safer alternative to smoking for adults. However, medical professionals are still unsure of the impact of vaping. What is certain in young people however is that vaping is leading to an increasing number of teens with nicotine addiction. E-cigarettes tend to be used more, leading to higher nicotine use and therefore greater dependence.

As teenagers brains are still developing, they are more susceptible to addiction. Addiction can impact the ability of young people to focus and prolonged nicotine use in teens can harm parts of the brain that control attention, mood and impulse control. This can be extremely challenging for both students and their teachers in school, not to mention exams!

What is interesting is that whilst smoking was always largely seen as a medical problem that could lead to cancer or other physical illnesses, vaping increasingly is seen as a psychiatric problem leading to addictive behaviours and brain development issues.

What can be done?

Having laws about age restrictions is one thing, but what we really need to be doing is talking to young people about the risks and dangers. Many students do seem to know it is ‘wrong’ but aren’t fully clued up on the negative health implications of vaping. We need to be educating our young people, both at home and at school, to make informed decisions about their own health and wellbeing.

Some schools are starting to clamp down on vaping in school, with some even leading to suspending students who are caught. Perhaps such tough measures are needed to ensure students are aware of the consequences of vaping.

Top tips for parents

• Remember that vaping leaves little odour, so it can be easy to hide and use discreetly!
• Start by educating yourself, this blog is a good start but also do further reading
• Keep the conversation a dialogue rather than simply saying “It’s bad for you”
• Open up with asking if a lot of kids at school vape and keep the questions broad rather than accusatory
• Speak to your child’s school and ask what they are doing to educate students about the risks
• If you are worried your child has become addicted, speak to a doctor about support
• Remember that kicking any addiction requires discipline and patience!