Family Pathway

31/08/2026

As Year 7 begins, Class Charts can help families feel connected—but repeated notifications without context can quickly become a source of anxiety, particularly for neurodivergent learners and those with additional learning needs.

Our September newsletter asks schools to look beyond the behaviour point and respond with curiosity: what is the learner finding difficult, and what support might they need?

Technology should support relationships, not replace them.

Read our latest Family Pathway newsletter: When Communication Becomes Overload: Rethinking Class Charts at the Start of Year 7.

25/08/2026

This week in MasteringME, we explored creativity, connection and confidence through jewellery design with the lovely Sue Haywood, NED at Family Pathway. ✨

At first glance, designing jewellery might look like simply creating something beautiful — but for our young people, it creates so many opportunities to develop skills that really matter: building social connections, expressing ideas, managing emotions, problem-solving and learning how to participate in a way that feels comfortable and meaningful.

Luke reflected that the experience was “surprisingly calming and helpful” — a powerful reminder that when we provide the right environment, the right support and opportunities to use their voice, young people can discover strategies that work for them.

Through creativity, conversation and shared experiences, our young people are developing confidence, independence and a stronger sense of achievement. It is also a chance to practise self-care, recognise their own strengths and enjoy being part of something together.

And of course… no MasteringME session is complete without time to relax, chat and have fun — so we finished the day with pizza! 🍕 Because connection, belonging and simply hanging out are just as important as the skills we develop.

24/08/2026

🎥 NEW VIDEO SERIES FOR PARENTS: Starting Transition Planning

Is your child in Year 5 or Year 6, has an IDP, and is preparing for the move to secondary school?

Today, I’m launching the first video in a new 12-part series designed to help parents understand what effective transition planning should look like.

In Session 1, I explain:

• why transition planning and school admissions are connected, but separate
• what having an IDP means for secondary transition
• why planning may need to begin in Year 5
• why your child’s needs and required provision must be considered early

Each short video will give you clear, accessible information and practical questions to ask along the way.

Please share this with other families who may find it helpful—and follow Family Pathway for the next session.
https://youtu.be/3vx84xhG99c?si=sZiL3xvikoLkiunM

This is Session 1 of a 12-part series for parents of children in Ye...

22/08/2026

We are looking for a Research Volunteer to join the growing Family Pathway CIC team.

Family Pathway works at the intersection of research, education and lived experience, supporting children, young people, families and professionals to understand and remove barriers to participation.

This is an exciting opportunity for someone interested in research, inclusion, psychology, education or neurodiversity to gain experience within a community-based organisation.

The role will involve supporting our research and evaluation activity, including:
• literature reviews and evidence gathering
• analysis of feedback and evaluation data
• supporting research summaries and reports
• contributing to the development of resources and publications

You might be a student, recent graduate, early career researcher, or someone with a passion for improving outcomes for children and young people.

We particularly welcome applications from people who bring curiosity, commitment and an interest in ensuring that the voices of children, young people and families inform research and practice.

If you are interested in joining our research journey, we would love to hear from you.

17/08/2026

A brilliant day with our MasteringMe Summer Programme, delivered in collaboration with Grassroots Youth Centre in Cardiff. 💛

Today we cooked together, explored positive relationships, and created opportunities for young people to build independence, agency and voice.

We were also joined by Josh, one of our MasteringMe Champions, who came back to spend time with our new cohort and share his own experiences of moving into work.

Josh talked openly about how MasteringMe helped prepare him for work, but also how important the support around his work placement had been — learning what employers expect, developing confidence in the workplace, building a positive relationship with his employer and understanding what it actually means to be part of a working environment.

And the young people were interested! Lots of questions, lots of discussion and some real enthusiasm about the possibility of their own work placements and employment opportunities.
This is such an important part of MasteringMe.
Young people hearing from another young person who has made that journey. Seeing what progression can look like. Asking the questions that matter to them. And beginning to imagine themselves taking that next step.

A massive shout-out to Josh for coming back, sharing his experience and helping us shape MasteringMe for the next cohort. 🌟

Voice. Agency. Independence. Relationships. Real experiences of work.
That’s what we’re building.

12/08/2026

International Youth Day is a chance to celebrate not only what young people achieve, but who they are becoming.

Through MasteringMe, we want young people to have space to understand themselves, recognise their strengths and develop the confidence to imagine a future that feels possible for them.

That means building practical work skills, but it also means much more: developing identity, independence, self-advocacy and connection.
Learning how to communicate what you need.

Understanding how you work best. Managing your wellbeing and self-care. Trying new things, contributing alongside others and beginning to see yourself as someone who has something valuable to bring to a workplace and community.

Our summer cohort, delivered with CYS Wellbeing Grassroots Youth Centre in , is creating opportunities for young people to learn through real experiences — building confidence, relationships and readiness for the world of work.

Because preparing for employment shouldn't just be about becoming job ready. It should be about helping young people develop the voice, self-belief and agency to shape the life they want.

This International Youth Day, we're celebrating independence, voice, self-care and possibility — and the young people discovering what their next chapter could look like. ❤️

19/07/2026

05/07/2026

It was a pleasure to speak at the National MA (Wales) Programme and to be part of a really important discussion about education in Wales.

It was especially encouraging to hear Anna Brychan, Minister for Education and Welsh Language, reflect on her commitment to developing the education workforce through this innovative pathway for teachers in Wales.

I spoke about my own learning around inclusion and exclusion, and the importance of being honest about how educational systems can still leave some learners on the margins. Inclusion is not just about access or placement — it is about belonging, participation, voice and the everyday practices that shape whether children and young people feel seen, supported and able to thrive.

I was grateful for the opportunity to contribute to such an important conversation and to reflect on how we continue building a more inclusive education system in Wales.

01/07/2026

Isolation is not inclusion.

When a child spends more than half a school year separated from the classroom, we have to stop calling it behaviour management and start asking harder questions about belonging, safety and need.

Schools absolutely need boundaries. Staff need support. Classrooms need calm.

But containment without connection does not teach regulation.

It teaches children that they are the problem.

A needs-led system asks:
What is this behaviour communicating?
What support has been tried?
What relational repair is happening?
How do we get this learner back into learning, not further away from it?

Because the goal should never be compliance at the cost of a child’s dignity.

The pupil's experience in a Yorkshire school highlights concerns about zero-tolerance behaviour policies.