Well Being

AI in Education – are we teaching children to answer, or to think?

If we give children answers too quickly, we don’t just make learning easier – we make thinking weaker.

Conversations we avoid

The conversations we avoid slowly create distance. Unspoken things don’t just dissolve, they show up in other ways, in how we speak, or don’t speak. In how close we feel, or don’t. In how much energy it takes to keep everything feeling “fine”.

Safer Internet Day – and the truth about who is really responsible

Companies who profit from selling our attention, and the governments responsible for citizens’ wellbeing who hold the legal authority to intervene, are the ones to focus on for internet safety day

If We Ban Social Media for Children, What Are We Actually Going to Protect?

The real question is not just when children go online, but what kind of online world they are entering. A ban on its own is not a solution. It is a delay. And delays can be dangerous if we mistake them for change.

Year 6 and the neurodiverse girl: the year we ask too much, too soon

With the right support, Year 6 can also be a year of deep growth. A year where she learns: I can ask for what I need. I can find my people. I can come home to myself.

Neurodiverse girls and periods: why we’re still getting this wrong

Neurodiverse girls do not need to be toughened up to cope with periods. We need to soften the systems around them.

AI and Teen Mental Health

AI is contributing to the anxiety crisis – and teens are turning to AI to soothe the anxiety that AI helped create.
Our girls need us to stop outsourcing their emotional lives to machines out of convenience or despair.

The Crisis We’re Still Not Naming: Neurodivergent Girls and Puberty

That’s what I want for every neurodivergent girl stepping into puberty: Not to be tidied up, Not to be normalised, But to be met, resourced, and celebrated. And if we get that right for her, we make growing up better for every girl.