"We thrive on providing you with resources that can help cultivate children’s resilience"
"We turn evidence-based research into impactful, real-life tools that help children thrive"
"We help you equip children psychologically for early adulthood and beyond"
"We support the continuing professional development of educators through access to the highest quality research evidence"
"We believe the application of evidence-based tips can unlock children’s great potential"
"We constantly create and adapt our tools to the needs of families in an ever-changing world"
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Upcoming Parent Talks

The home of evidence-based resources on all aspects of parenting, education and family life

Schools that are part of our Tooled Up Education community can provide their parents and teachers with access to Dr Weston’s exclusive resources, covering areas such as aspiration, resilience, mental health and behaviour.

As a member of the Tooled Up community you will have access to a whole host of evidence-based resources, which will enable you to support your children or students in a way that makes their lives and educational journeys both easier and more enjoyable. 

Wednesday Wisdom

In an ever increasingly busy and demanding world, Wednesday Wisdom provides a reflective 2 minute read every week that readers constantly tell us they look forward to. Full of topical and relatable experiences that help provide reflection, motivation and support in achieving a balanced family life.

Over the years, thousands of people have benefitted from and continue to enjoy the parenting and educational talks from Dr Kathy Weston at Tooled up Education and have subscribed to Wednesday Wisdom. Join them now for free and receive your own weekly digest of inspiring, engaging and mindful parenting directly from Dr Weston herself.

“I just wanted to say how grateful I am to read your Wednesday Wisdom email. Perfect size for the time I have to engage and reflect and think about the topics you touch on. It helps me to evaluate my parenting and take a step back to look at scenarios that play out.”

Parent – October 2020

Will the Real Role Models Please Stand Up?

I don’t know about you, but in the last couple of weeks, I have felt profound disappointment in the behaviour of adults. Adults (who should know better) have modelled ghastly disrespect for rules, highly questionable moral values, poor digital hygiene and have demonstrated behaviour that had me squirming in disgust.

Read more...

Top Parenting Question of the Week

My primary age children are using rude (and highly offensive) language, that I am confident they do not know the meaning of. The eldest has been teaching the youngest and encouraging him to use it. I’m so frustrated. How can I better explain why they shouldn’t be using this sort of language? Should I speak to the parent(s) of the boy they have learnt these words from?

First of all, well done for reaching out about this question, as it’s easy – a whole lot easier – to simply deal with rude words spoken by young children as a bit of silly banter. However, in a world where misogyny and racism are rife, we have to teach our children from an early age that words mean something and sometimes what they mean is highly offensive and can really upset other people. There is a reason why we shouldn’t use them.  You mention that you stopped the car and shouted when you overheard them sharing coarse and offensive language, which I completely understand. You were rightly upset and no one can blame you for reacting in the moment. However, we have established that your eldest is out to shock and if that means shocking you too, well then it will be worth it! So, a new approach might be required. 

Our Promise: We will answer all questions, and, whilst we may share your question and answer to help others, we will never declare who asked it.

Researcher of the Month

Dr Serena Bauducco, Post-doctoral researcher in the department of psychology at Örebro University in Sweden

University
Örebro University, Sweden

Research Interests
Dr Bauducco’s research focuses on the factors that may exacerbate or improve adolescents’ sleep, the relationship between sleep and mental health, and the potential of school-based interventions to improve teenagers’ sleep health.

Link to Article

Today’s teenagers are generally sleeping less and less and this can be extremely detrimental to their physical and mental wellbeing. A recent article by Dr Serena Bauducco presents the results of a new sleep curriculum  trialed with 3622 12-14 year olds in Swedish secondary schools. The programme focused on sleep education, time management skills and strategies to regulate the potential impact of using technology at night. The results showed that sleep duration increased after completing the sleep curriculum, whilst it decreased in pupils who had not taken part. The paper suggests that universal sleep interventions in schools could be effective in improving the quality and quantity of teenagers’ sleep.

The programme included two main components. The first was sleep education; teaching about the importance of sleep and good sleep practices, including caffeine consumption, bedtime routines, technology and social jet lag. The second focused on improving time management strategies, such as planning or timing activities and setting reminders, to help reduce stress and better prioritise both daytime and evening activities. It aimed to help teens take control of their technology use by discussing both its positives and negatives, and the possibility of agreeing on family rules around digital use. Teens had five sessions, which were scheduled as part of the school curriculum and included homework, which involved parents. 

At a one year follow up, the teens who participated in the programme were about two times less likely to be categorised as ‘borderline’ or ‘insufficient’ sleepers and had significantly increased sleep knowledge. No improvements were observed for sleep hygiene, perceived stress or technology use.

Implications of the research

Implications for schools – Unlike some previous school-based sleep interventions, the findings are promising in terms of the potential benefits of universal school-based programmes. Teenagers report that school stress is a large contributing factor to poor sleep and data supports this. Schools can help by providing young people with time management tips and developing strategies for completing homework and having a balanced life.

Implications for parentsResearch shows that parents’ rules around bedtime and sleep are one of the most powerful protective factors for children’s sleep, even into the teenage years. Parents should seek to keep regular bedtime routines and rules into adolescence to help teens to sleep enough. Teens want help! The teens involved in the project reported that their parents were not always aware of their bedtime technology use and felt that discussion and rules around this would benefit their sleep quality. 

Our Clinical Partners

We take pride in working in close collaboration with some outstanding clinical professionals who are leaders in their fields. We only signpost parents and carers to those that share our commitment to evidence-based approaches.

Mrs Pauline Riley-Hunte
Consultant Chartered Clinical and Child Psychologist.

Associate Fellow with the British Psychological Society (BPS), a ‘Registered Psychologist’ with the UK Health Care Professions Council ( HCPC) and a certified member of the Allied Paramedical Board, Barbados.

Mr Will Napier
Chartered Counselling Psychologist (C Psychol)

Chartered Counselling Psychologist (C Psychol), Post-Masters Certificate in Counselling Psychology (PGCert Couns Psych), Masters Degree in Counselling Psychology (MSc, Couns. Psych), Cognitive Science (First Class) (BSc Hons) and Theology MA (First Class, Oxford University)

Tooled Up News

Celebrating a summer of play

Our Researcher of the Month, Professor Helen Dodd, has recently launched a new campaign called #SummerOfPlay, which Tooled Up Education is pleased to support. The Summer of Play campaign, coordinated by Playfirst UK, Save the Children, Play England, Play Scotland, Play Wales, Playboard Northern Ireland, and others, is appealing for a major national effort to get children playing this summer, in order to bolster wellbeing and reduce the risk of any long-term impact on children’s development as a result of recent lockdowns. 

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Collaboration to build communities

At Tooled Up Towers, we have what Carole Dweck would call a ‘growth mindset’; we aren’t afraid to learn, grow and persevere. That is why we reach out and seek as much collaboration as possible with like-minded individuals or organisations who, like us, are absolutely passionate about improving children’s life outcomes. 

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Testimonials

"I thought the talk last night was absolutely fantastic. It really helped us to have a vision and how we can support [Child] to develop his resilience."
    Parent

Yarm School

"So informative - lots of food for thought as a teacher and a parent of two girls. Thank you."
    Parent

Merchant Taylor's School

"So informative, thought-provoking, practical, awesome!"
    Parent

South Hill School

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Have a Question?

If you are interested in learning more about Tooled Up Education, have a technical question, press enquiry or any other query, please follow the link below or get in touch with Dr Weston’s team on email: office@tooledupeducation.com