"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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Tooled Up Member Webinars

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. 

Dr Weston's 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

Behaviour and Boundaries

As someone who is passionate about keeping children safe online, news of the arrival of Facebook’s virtual reality world or metaverse for “over 13s” has caused me to lose sleep (spoiler alert: underage children are already using it and coming across sexual predators).

Read more...

Top Parenting Question of the Week

My daughter does a number of extracurricular activities throughout the week after school. How do I know if it is the right amount? She is starting to resist going to one class and there are lots of battles about it. How should I respond?

I will be honest. When I read how many activities your 10 year old child participates in per week, I felt tired even thinking about it. According to your email, your daughter spends eight hours at school per day, and for four days of the week attends some sort of lesson pre and post school. On three evenings each week, she gets home at 9pm, and often has to get up at the crack of dawn to complete homework assignments or do verbal reasoning tests. As you are a bilingual family, on Saturday mornings she attends three hours of language school. On Sundays, you all go out to watch an older child play football, where she sits patiently by the sideline (but is often asked to do some sort of homework, either in the car or on a device). 3-5pm on a Saturday afternoon is the only time that she gets to herself, doing what she wants to do.

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 Rachel Nesbit, Postdoctoral Research Fellow based in the Children and Young People’s Mental Health (ChYMe) Research Collaboration at the University of Exeter

University
University of Exeter

Research Interests
Dr Nesbit has a broad interest in developmental psychology, childhood mental health and play. She is currently researching the barriers and facilitators to adventurous play in schools, with the aim to inform school-based interventions.

Link to Article

Adventurous play is associated with many positive outcomes, but the barriers and facilitators of adventurous play opportunities in schools have, until now, been unclear. In an aim to change this, Dr Nesbit and co-authors systematically reviewed nine international studies, highlighting key factors to be adults’ perceptions of children, adults’ attitudes and beliefs about adventurous play, and their concerns about health, safety and legislation. The paper makes various recommendations for interventions, training and policy changes.

Risky or adventurous play has a range of benefits for children’s health, behaviour and development, but there is evidence that access to this kind of play is declining. This may have a detrimental impact on children’s physical and mental health and their ability to judge risk effectively.

The authors reviewed nine qualitative papers on play to evaluate barriers and facilitators to this kind of play in schools. They found that adults often hold positive beliefs about the benefits of adventurous play. However, they are also frequently uncertain about how to supervise risky play, which often leads them to intervene in ways which limit children’s experience. Findings indicate that adults often don’t consider children able to judge risk effectively or initiate play themselves. Staff are frequently concerned about the consequences of adventurous play going wrong, including the reactions of parents and judgement from outside agencies.

The study points to the need for a whole school approach to adventurous play, including parents and caretakers. Strong leadership and effective training are necessary to ensure that all staff are equipped with knowledge and understanding about how rules and practices affect children’s play.

Implications

Dr Nesbit’s study gives several explicit recommendations for policy and practice and concludes that training is vital.

Training must address anxieties and uncertainties around accountability and duty of care, and support staff to evaluate risks and hazards effectively. It should educate staff about the benefits of adventurous play and focus on children’s skills and capabilities in play, including their ability to judge risk. It should also inform staff about how intervening in, or directing, children’s play can limit their engagement and experience. Staff should be encouraged to reflect on the impact of their current practice. Engagement with parents about the school’s approach to adventurous play is likely to be beneficial. 

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

Hot off the press! The results are in

The Tooled Up team have just returned from the IAPS National Conference in Bournemouth where our founder, Dr Weston, presented a keynote speech on the findings of a staff survey that was jointly commissioned by IAPS and Tooled Up. The survey provided a snapshot of how staff were feeling during a particular period of time back in May (13-31st 2021). Fourteen months into the pandemic, 86 questions explored the following areas

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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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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