But beneath the sequins and big choruses, there’s a new maturity in her lyrics, and if you’re a parent of a young Swiftie, you might be wondering whether this album is OK for your child to listen to.

We’ve broken down what’s in the lyrics and which tracks may not be suitable for younger listeners.

What age is Taylor Swift’s The Life of a Showgirl suitable for?

While there’s some explicit language in a few tracks, and its themes are often very adult, touching on sexuality, drug use, fame, trauma, and emotional complexity, The Life of a Showgirl doesn’t carry a parental advisory warning.

However, several tracks include mature themes that might not be appropriate for younger children, including:

• Sexual innuendo (e.g. “Wood”)
• Drug references (e.g. cocaine in “Actually Romantic”)
• Dark emotional content (“Eldest Daughter”, “Father Figure”)

Parents of teens may feel comfortable discussing these themes, but for primary school-aged children or tweens, this album is better left until they’re older.

The Life of a Showgirl tracks that parents might want to screen first

While some of Taylor’s latest songs are more emotional than explicit, several tracks include references to sex, drugs and industry cynicism. These songs may not be suitable for younger listeners, and it's worth previewing them yourself before playing on a shared playlist.

1. “Actually Romantic” – contains a cocaine reference

Believed to be a diss track aimed at Charli XCX, “Actually Romantic” includes an explicit drug reference:

“I heard you call me ‘Boring Barbie’ when the coke’s got you brave”

The song also includes sexual innuendo and sarcasm:

“It’s kind of making me wet”

This track is witty and sharp, but clearly written for an adult audience.

2. “Father Figure” – references violence, sex and alcohol

This is the most mature track on the album by far. It reads like a mafia boss monologue and includes multiple adult references:

“I can make deals with the devil because my d**’s bigger”

“You’ll be sleeping with the fishes before you know you’re drowning”

So not suitable for younger children.

3. “Wood” – heavy innuendo

Although upbeat and catchy, “Wood” contains very clear sexual imagery:

"The curse on me was broken by your magic wand"

“Redwood tree, it ain't hard to see / His love was the key that opened my thighs”

The whole song leans into innuendo in a playful but unmistakable way, but not entirely suitable for little ones.

5. “Wish List” – includes f-bombs

This song blends domestic longing with moments of explicit language:

“We tell the world to leave us the f** alone, and they do”

It’s otherwise a romantic, grown-up fantasy of settling down – but not suitable for very young ears due to the uncensored language.

Songs that are safe – but still mature in tone

Not all tracks are problematic. Several are emotionally deep but not explicit:

• “The Fate of Ophelia” – literary references, metaphorical lyrics
• “Elizabeth Taylor” – dramatic and romantic, no crude content
• “Eldest Daughter” – vulnerable and heartfelt, explores childhood trauma
• “Honey” – some adult themes, but overall sweet and nostalgic

Even these may feel too emotionally complex for primary-aged children, but teens may relate to the themes of self-esteem, pressure, and identity.

What’s in the title track, The Life of a Showgirl?

The closing (and title) track, a duet with Sabrina Carpenter, is a theatrical tribute to female resilience. It includes no swearing, but the song explores the highs and lows of life on stage:

“They ripped me off like false lashes and then threw me away”

“Pain hidden by the lipstick and lace / Sequins are forever”

It’s an empowering anthem – but written for listeners who understand the cost of fame, not young children.

Final verdict: Is The Life of a Showgirl appropriate for kids?

In short: no, this album is not suitable for younger children.

While there’s little in the way of graphic swearing, The Life of a Showgirl contains:

• Direct references to cocaine and alcohol
• Sexual innuendo and suggestive lyrics
• Themes of trauma, fame, manipulation and regret

For teens and older Swifties, it’s a bold, confident record that may spark conversations around mental health, power dynamics, and identity. But for younger children, many tracks are likely too mature.

The bottom line for parents

This isn’t 1989 or Lover. Taylor Swift’s The Life of a Showgirl marks a new, grown-up chapter. It’s artistic, theatrical, and packed with rich storytelling – but it’s not family-friendly listening for the school run.

If your child is under 12, we recommend previewing the album yourself before adding it to their playlist.

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The ‘Little Seeds’ initiative involves free resources, pop-up hair salons, and creative activities designed to celebrate different types of hair.

Word Afro Day is a global day of celebration and liberation of Afro hair and identity that happens every year on the 15^th of September. In collaboration with the National Day Nurseries Association (NDNA), the World Afro Day organisation pledges to “educate Britain, from babies to the boardroom,” about Afro hair.

“We are excited to launch World Afro Day ‘Little Seeds,’ empowering children and embracing hair difference positively in 0-5 year olds,” Michelle De Leon, the founder of World Afro Day, says.

“We hope that the mini pop-up hair salons and free resources will benefit nurseries across the nation and continue as annual awareness, to remove bias against Afro hair. Segregation towards hair has been tolerated in Britain for too long.”

“We are also asking the government to take action to end hair segregation in education, salons and businesses,” she says. “There should be one hair qualification for all hair types, and no one should be denied jobs and services because they have Afro textured hair.”

Teaching young children to love their hair empowers them

The 'Little Seeds' initiative aims to help children love their hair and embrace different types of hair from a young age. The nurseries involved will encourage all their children to talk about their bodies confidently, and respect and celebrate differences between them.

“Early years are when children develop a sense of themselves and those around them. Activities around hair are joyful opportunities to do this in a fun and meaningful way,” Tim McLachlan, chief executive of the NDNA, says.

This isn’t just good for society, but good for individual children’s development, too. Dr Jacqueline Harding, a child development expert, says: “Difference and variety are a wonderful part of life for young minds. Teaching children to explore hair types and embrace one another from a young age empowers them and enhances their development.”

Lashana Lynch, an actress known for her roles in the films Matilda the Musical and No Time to Die, supports the campaign. She said: “If 'Little Seeds' existed when I was a child, I’d have felt like a proud princess, celebrating my crown even more than I already did.

“Embracing hair difference really does stretch further than hair. It teaches our little ones how to embrace their whole selves inside and out. What a necessary initiative for them to grow with.”

Read more:

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• ‘I felt invisible’: Black mums say maternity care still failing to listen
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Gen Alpha's heroes might surprise you

The study, which surveyed 2,000 UK parents and children aged 5–11, found that nearly 4 in 10 children (39%) consider their parents or caregivers to be heroes. Emergency service workers came close behind at 35%, and teachers were next at 24%. Just 9% said YouTubers, celebrities or footballers were heroic.

Anna Colton, a child psychologist says that the shift is hugely positive: “It’s wonderful to see children viewing the adults around them as heroes. It tells us they feel safe and protected by the very people who care for them day to day – and that sense of safety is exactly what, as a clinical child psychologist, I want for children.”

Kids value bravery and kindness over superpowers

When asked which qualities make someone a hero, kids placed bravery (57%) at the very top, followed by helping others (44%) and kindness (28%). Traditional superhero traits, like speed (18%) and strength (41%), came much further down the list.

Colton says these choices show a big shift in what children value: “The fact that they value kindness and care is especially significant: children who grow up experiencing this are far more likely to show it to others.”

Far from the flawless superheroes on screen, most children (82%) agreed that heroes don’t need capes, and nearly 8 in 10 (79%) said heroes can even show weaknesses.

Colton believes that’s a hugely important lesson: “Children are beginning to view vulnerability as something positive. This will help them feel able to admit when they are struggling or need support. These are vital life skills that build resilience and protect wellbeing throughout life.”

Kids see themselves as heroes too

The research also asked children whether they’d ever shown bravery or selflessness themselves. More than half (62%) said yes – and younger children were the most likely to say they’d been heroic, with 70% of five-year-olds saying they regularly or sometimes showed heroic traits.

Athlete and British Olympian Montell Douglas, who is supporting the report, said: “As a young athlete, I was inspired by the people around me – coaches, teammates, and family – who showed resilience and drive every day.”

And athlete and star of Gladiators Zack George added: “For me, strength isn’t just physical. You can train as hard as you want, but the heroes who stand out are the ones who bring kindness and positivity to the people around them.”

The report has been launched ahead of Disney On Ice presents Find Your Hero, which will tour the UK this winter. The show promises to celebrate what it really means to be a hero, with Mickey, Minnie and friends sharing timeless Disney tales on the ice.

Disney On Ice presents Find Your Hero tours UK arenas from 29 October 2025 – 4 January 2026, visiting Birmingham, Nottingham, Newcastle, Aberdeen, Belfast, Manchester, Sheffield and London. Tickets are available now at www.disneyonice.co.uk.

The new programme means that around half a million children a year will now be protected against the unwelcome and sometimes serious illness. The jab will be given at routine GP appointments as part of a combined vaccine for measles, mumps, rubella and chickenpox (MMRV).

Why is the vaccine being added?

Chickenpox is often thought of as a normal childhood illness, but it can mean days off nursery or school for children — and time off work for parents.

The government says the rollout will not only reduce disruption for families but also save the NHS money. Research shows chickenpox in childhood costs UK families around £24 million a year in lost income and productivity, while NHS treatment costs are estimated at £15 million a year.

Health experts also highlight that while most cases are mild, chickenpox can sometimes cause serious complications. These include bacterial infections like strep A, brain or lung inflammation, and in rare cases, stroke.

Dr Gayatri Amirthalingam, Deputy Director of Immunisation at the UK Health Security Agency, explained: “Most parents probably consider chickenpox to be a common and mild illness, but for some babies, young children and even adults, chickenpox can be very serious, leading to hospital admission and tragically, while rare, it can be fatal.

"It is excellent news that from next January we will be introducing a vaccine to protect against chickenpox into the NHS routine childhood vaccination programme – helping prevent what is for most a nasty illness and for those who develop severe symptoms, it could be a life saver.”

Everything you need to know about the chickenpox vaccine:

• When will it start? The rollout begins in January 2026.

• Who will be eligible? Exact age groups will be confirmed in clinical guidance, but parents will be contacted by their GP surgery if their child is eligible.

• How is it given? As part of the MMRV jab, which combines protection against measles, mumps, rubella and chickenpox.

• Is it safe? The chickenpox vaccine has been used safely for decades in countries including the US, Canada, Australia and Germany, where it has led to big drops in cases and hospital admissions.

• How much will it cost? It will be free on the NHS. At present, families who choose private vaccination typically pay around £150 for a two-dose course.

What this means for children’s health

Health leaders say this is the most significant addition to the routine childhood vaccination programme since the meningitis B (MenB) jab was introduced in 2015.

Amanda Doyle, National Director for Primary Care and Community Services at NHS England, said: “This is a hugely positive moment for families as the NHS gets ready to roll out a vaccine to protect children against chickenpox for the first time, adding to the arsenal of other routine jabs that safeguard against serious illness.

"We will work with vaccination teams and GP surgeries across the country to roll out the combined MMRV vaccine in the new year, helping to keep children healthy and prevent sickness from these highly contagious viruses.”

The rollout is part of a wider government plan to “raise the healthiest generation of children ever” by focusing on prevention rather than treatment.

Can children catch chickenpox after they've had the vaccination?

Yes, even after your child has had the vaccination they could still catch chickenpox, however it is rare to do so and the symptoms will usually be a lot milder. Fully vaccinated children are very unlikely to catch chickenpox.

Do parents need to do anything? No, from January 2026, your child may be offered a free chickenpox jab at their regular GP appointment. Expect to hear directly from your GP surgery if your child is eligible.

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• Chickenpox in pregnancy
• Children's spots and rashes in pictures

Why analogue clocks are secretly brilliant for maths

Research has shown that learning to read a traditional clock face helps children practise fractions, multiplication and problem-solving without even realising it. Unlike a digital display, an analogue clock requires kids to interpret the movement of the hands and their relationship to the numbers around the dial. This process develops spatial awareness and mathematical reasoning – two core skills that underpin everything from times tables to long division.

The UK National Curriculum still uses analogue clocks to teach fractions, while studies published in Frontiers in Psychology suggest that using real-world examples of fractions, like time-telling, can make maths feel more natural and accessible.

Danny Toffel, CEO of Watches2U, believes this is one of the simplest and most overlooked learning hacks for kids.

“It might seem old-fashioned in a world of smartphones, but learning to read an analogue clock is one of the best ways to sharpen a child’s maths skills,” he says. “Every time they look at their watch, they’re essentially practising fractions – working out halves, quarters and even thirds without realising it.”

Knowing the time also builds independence

The benefits aren’t just mathematical. Teachers say children who wear watches often turn up to lessons more prepared, more punctual and more independent.

“Fan forums for teachers are full of comments about how children who use watches arrive more prepared and less distracted than those who rely on checking a phone,” said Mr Toffel. “It’s a simple tool that supports both independence and academic progress.”

For many parents, that makes a watch a practical back-to-school investment. Unlike a phone, it doesn’t risk distracting kids with notifications, but it still gives them a sense of responsibility for their own routines.

Why kids are losing the skill

Despite these benefits, analogue time-telling is on the decline. A YouGov poll in 2019 found that one in five British teenagers couldn’t confidently read an analogue clock – a trend linked to the rise of smartphones and tablets. That’s why many schools still insist that children learn the skill, even in a digital-first world.

“Analogue time-telling is linked with problem-solving, memory and mental arithmetic,” Mr Toffel added. “Giving a child a classic watch can give them an edge academically – and it’s a back-to-school essential that costs less than a pair of trainers.”

The back-to-school win-win

With so much talk about screen time and digital distractions, an analogue watch could be the perfect low-tech solution. Kids get to feel grown-up and independent, while parents know they’re practising maths skills and learning to manage their own time – all without opening a textbook.

As Mr Toffel put it: “An analogue watch isn’t just about keeping time – it’s about giving children confidence, structure and stronger maths skills for life.”

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A new study by The Good Schools Guide, a guide that helps parents make the right educational choices for their children, has found that almost a quarter of parents (23%) now use social media or AI when weighing up schools. And this number is higher — 37% — among Gen Z parents.

This data comes just as Ofsted prepares to launch its long-awaited new ‘report card’ format. But with parents already favouring bite-sized TikToks and parent-to-parent forums over reading long inspection documents, an expert at The Good Schools Guide warns the changes could be arriving too late.

Parents are not reading Ofsted reports

According to the survey, which polled 2000 parents with children aged 4–17 in August 2025, fewer than a third (31%) had used an Ofsted report to help choose their children’s schools.

More than a quarter (26%) of the parents admitted they’d never looked at an Ofsted report when making their decision.

Parents who did consult Ofsted reports often only skimmed them. While 41% said they read the full report for the school they chose, 12% admitted they only glanced at the headline grade.

When it comes to official sources like local authority websites, parents’ interactions were even lower — just 13% of parents turned to local authority sites for exam data.

Instead of reading Ofsted reports, a third (33%) of the Gen Z parents surveyed looked to parenting forums for guidance, showing how word-of-mouth and peer recommendations are shaping the process of choosing schools.

Thanks to TikTok tours of schools, edu-influencers on social media, and AI generated summaries of school reviews, parents have access to lots of other, less official information when it comes to finding out about schools.

Parents who turn to social media could be missing out on vital information

Meanwhile, almost half (46%) of the parents said they wanted more guidance when choosing a school, and 43% called for clearer, more reliable information.

Melanie Sanderson, managing editor of The Good Schools Guide, said the shift in where parents are looking for information should raise concerns.

“Parents aren’t reading Ofsted reports anymore, they're watching TikToks,” she says. “That should set alarm bells ringing. Education choices are too important to be left to the mercy of algorithms and bite-sized snapshots from superficial edu-influencers.”

“We know time-pressured parents are crying out for more help to choose the right school but it’s hardly surprising they are turned off by dry and regulatory-based Ofsted reports. They want to know what it is actually like to go to the schools on their shortlist and Ofsted’s new framework still won’t address that.”

“We’d urge parents to gather as many trusted sources of information as they can and piece them together like a jigsaw,” Sanderson advised.

Visiting schools in person, talking to other parents, and checking multiple sources – from Ofsted to independent guides – can give a fuller picture.

Choosing a school can feel overwhelming, but the key takeaway is clear: the more perspectives you gather, the better chance you have of finding the right fit for your child.

The Good Schools Guide, which has historically focused on private education, now has reviews for 1300 state, independent and special schools in the UK, combining data with impartial in-depth on-the-ground research.

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SEND covers a vast spectrum of conditions. Some are visible, such as cerebral palsy. Others, like dyslexia, ADHD, or anxiety, may be less obvious but are still impactful. These needs can affect learning, communication, physical abilities, and emotional wellbeing – and sometimes all four. 

More than 18% of pupils in all schools across the UK had SEN (special educational needs) support in the year 2023/24. 

The right educational support can make a world of difference to a child’s enjoyment and attainment at school. Understanding what SEND means is the first step towards making sure your child gets the education they deserve.  

We’ve compiled a guide to everything you need to know about SEND and schools, including what extra support children can get and what to look out for when choosing a school. 

It includes expert knowledge from Pearl Barnes, a SEND consultant at SENDISS with 30 years’ experience in SEND provision and teaching, as well as Melanie Sanderson, managing editor at The Good Schools Guide. 

What is SEND, and how can if affect a child’s education? 

SEND is not a single condition but a broad umbrella that covers lots of different needs. “There are too many to list in full,” explains Barnes. But we can group them into four main areas. 

• Mental health conditions and disorders, such as ADHD (attention deficit hyperactivity disorder), depression, and anxiety 
• Cognition and learning conditions, such as dyslexia and moderate or severe learning difficulties 
• Physical, medical and sensory needs, such as cerebral palsy, muscular dystrophy, vision or hearing impairment, and Downs syndrome 
• Communication and interaction conditions, such as autism, aphasia, and developmental language delay. 

The government’s SEND Code Of Practice 2015 says that “more children than many realise” have special educational needs because what is defined as a disability under the Equality Act 2010 is quite broad. The Act says a disability is “a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.” 

“This definition includes sensory impairments, such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer,” the Code of Practice says.  

But two children with the same diagnosis might have completely different needs, meaning that SEND support should be flexible, personalised, and reviewed regularly because a child’s needs can change over time. 

Schooling options for children with SEND 

There are a range of school settings that children with SEND can attend across the UK — “Wales and Scotland have a completely different structure altogether and a different code of practice” to England, Pearl says.  

There are specialist schools, which cater to children and young people with severe, profound and complex special educational needs.  

As you can imagine, with 18% of students having special educational needs, it’s not possible to have all of them be educated in one of these schools. So mainstream schools also offer SEN support for children who need it. 

Education, Health and Care Plans (EHCPs), which we’ll discuss later in this article, allow children with special educational needs to be educated in a way that suits them in mainstream schools. 

“For other children, who will usually have an Education, Health and Care Plan, a special or specialist school – which, for example, has its own team of therapists or focusses on a particular area of need, such as autism, provides the dedicated support that will help them to flourish.” 

Sometimes, what the government calls ‘Alternative Provision’ is relevant for children with SEND. This is defined as “education arranged by local authorities for children of compulsory school age who, because of exclusion, illness or other reasons, would not otherwise receive suitable education” in Department of Education guidance. It can also be for children on suspensions or who have been sent there to improve their behaviour. 

Pearl warns that many Alternative Provisions “are unregulated and hence it is unclear how supportive these they are.” 

Education, Health and Care Plans (EHCPs) 

EHCPs are documents that identify educational, health and social needs, and set out the extra support that children and young people, aged up to 25, should have to meet those needs. 

To get a plan, an EHC assessment needs to be done by a child’s local authority. Parents and anyone who thinks a plan might be necessary can request an EHC assessment, or young people aged 16 to 25 can request one for themselves.  

The local authority will use reports from a child’s school or childcare, doctors’ assessments, and letters from parents to decide whether an EHCP will be made and what will be in it. 

Parents can comment on an EHCP that a local authority drafts. They can request that their child goes to a special school or college, challenge the support that the plan sets out, or question the choice of school in the plan. Parents can also challenge a local authority’s decision not to do an assessment or draft a plan. 

There should be an annual review of EHCPs and how they are working for your child. 

EHCPs can include things like the following: 

• Personal budgets — this allows parents to have a say in how money is spent on support for their child for things like personal assistance, specialist equipment, and personal care 
• Occupational therapy, physiotherapy and speech therapy 
• Extra support at school, such as having one-to-one support from a teaching assistant 
• Equipment and adaptation — for example, a laptop with voice control software 
• Access to youth clubs and activities 

The charity Scope has lots of information about EHCPs and how to apply for one. 

Children don’t necessarily need an EHCP to ask for extra support in their education.  

“However, EHCPs are legal documents and the support that they include must be delivered and annually reviewed, so if a child is going to need regular support from a specialist such as a speech and language therapist, an EHCP can be a way of ensuring that this is specified and funded,” Melanie says. 

“Not every child will need an EHCP and getting one can be exhausting and time-consuming – but it can be a battle worth fighting. Parents can name their preferred school in the EHCP, which can enable them to access not just mainstream state schools but also more specialist provision,” she says. 

How to choose the best type of education for your child 

“There is no one-size-fits-all approach and the suitability will very much depend upon the child's needs and those of the family,” Pearl says.  

And it “really depends on the level of support required” for your child, Melanie says.  

Scope recommends looking at the following for each school: 

• Whether their specialisms match your child’s needs 
• Their Ofsted ratings and reports 
• Their SEND policies 
• If staff with specialist qualifications or SEND specialisms are available 
• If group or direct support is available 
• The therapies/counselling/physiotherapy available 
• Their bullying and behaviour policies 
• The curriculum and facilities 

Think about the therapies on offer, the class size, and the peer group. Ask whether staff have experience with your child’s condition, and whether they’re open to learning more. 

And it’s also worth considering the school’s culture and ethos and visiting schools in person where you can. Some schools are academically focused but may struggle to support emotional or sensory needs, while others may be more nurturing but have fewer resources to help children academically. 

SEND provision in mainstream schools 

The suitability of a mainstream or special school depends on the child’s needs — specialist schools may offer smaller classes and targeted therapies, while mainstream schools can combine inclusive education with extra support. 

“In a mainstream setting, parents should look for a culture of inclusion and flexibility - an open-door policy, a learning needs department that is visible and often centrally located to dispel any stigma for pupils. Parents should be looking for an empathetic and approachable team with the experience and qualifications to support their child’s needs,” Melanie says. 

There should be a SENCO, or Special Educational Needs and/or Disabilities Coordinator, who is the lead for SEND in the school. They “should ensure all staff have access to appropriate support and training,” Pearl says. 

“All teachers need to understand the needs of the individual child and how they act as barriers to learning and participation, and how to help mitigate these barriers,” she says. “Every teacher needs to provide accessible, interactive, engaging learning opportunities, which are meaningful, and set achievable challenges.” 

This could mean breaking tasks into smaller steps, offering alternative ways to record work, or using assistive technology. 

Schools can also employ Learning Support Assistants (LSAs) who can facilitate access and provide targeted one-to-one or small group support to children with SEND.  

“For instance, additional phonics, reading, speech and language or motor skills development on a regular basis,” Pearl says. 

What extra help can children get at school? 

The extra support children can get is obviously very tailored to their individual needs. 

“A high-level need may require a high level of one-to-one support. For instance, a bright child who has cerebral palsy may require an amanuensis (a scribe) or practical assistant to help capture their thoughts and ideas. A visually impaired individual may also need a practical assistant, enlarged text or specific accommodations,” Pearl says. 

“A hearing-impaired individual may need a hearing loop, whereas a physically impaired individual may require a lift or movement breaks or an LSA to help with their motor programme. Individuals with dyslexia may require additional learning support to help with reading and writing... the list is endless,” she says. 

And the help that children can get can change over time, too. 

“Many schools adopt an assess, plan, do, review approach – evaluating a child’s possible learning challenges, planning their support, putting this into practice and then evaluating how this is working,” Melanie says. 

Tips for helping a child with SEND succeed 

“There is no one-size-fits-all approach, and teachers often struggle to understand an individual’s needs within the context of the specific subject. For instance, a child with dyslexia may also struggle in maths due to the memory element,” Pearl says. “Many teachers do not fully understand the barriers to learning, as they do not have the training as part of their initial teacher training. Parents therefore may need to push the school to understand their child's needs.” 

“Look for a school which is inclusive, nurturing and supportive, that has a vision for success and enabling children to achieve their potential, whilst ensuring every child is happy at school,” she says. 

And finally, she says that “parents should familiarise themselves with the SEND code of practice, the Equality Act 2010, and statutory safeguarding regulations, as there are statutory duties upon schools and local authorities, and many are failing in these.” 

The bigger picture: why SEND support matters

“Good class and subject teachers who work with the learning support team to put the support into practice can make a huge difference, overseeing everything from preferential seating at the front of the class to movement breaks and (for younger children) support from teaching assistants,” Melanie says. 

And since nearly a fifth of the school population are children and young people with SEND, Pearl says “it is important that educationalists continue to access a range of support and training to ensure they have the skills to support individual needs.” 

This will “enable children and young people to flourish and achieve their true potential to live independent and rewarding adult lives,” she says. 

“Often it feels that less and less is happening” when it comes to SEND support, “due to over-stretched budgets, misunderstanding of conditions, and the huge influence of the academisation programme (in England), which often draws funding away from those who need it most.” 

But if parents know their stuff and advocate for their children, they can access support that can be life changing and enable them to live an independent, fulfilling adult life. 

A study by travel insurance company AllClear suggests that many UK parents receive financial help from their parents to go on holiday — with more than half (54%) of the grandparents footing the bill completely.

This seems to reflect the impact of the rising cost of living on family life. But interestingly, the 750 parents that AllClear surveyed in July 2025 say that money isn’t the main reason they’re bringing grandparents along. Instead, it’s the promise of quality family time, and extra hands to help with the children.

Grandparents are paying for holidays when parents can’t

According to the research, UK parents expect grandparents to contribute an average of 35% towards the overall costs of a multi-generational holiday.

But for many families, that contribution is much higher. Nearly a third of parents (30%) say they would expect grandparents to cover more than half of the cost, and one in 20 (5%) say they would expect them to pay for the whole trip.

Four in 10 parents (40%) said they would actively ask grandparents for financial help if they couldn’t otherwise afford a holiday — but they might not need to, as 55% say that grandparents would offer to pay without them asking.

Why do parents want grandparents to join them on holiday?

While finances are an undeniable factor, most parents are choosing to bring grandparents on holiday for emotional reasons.

Childcare support is part of the picture – 55% of parents said they had even paid for grandparents to join them on holiday so they could help with childcare. But only 15% of the parents AllClear surveyed said this was their main reason for bringing grandparents on holiday.

Instead, 60% of parents ranked “enjoying quality time together as a family” as their top motivation. Meanwhile, 43% said it was about giving children lasting memories of their grandparents and 38% felt it made the trip feel more special or meaningful.

Letitia Smith, head of communications at AllClear, says: “As parents increasingly feel the financial squeeze, more grandparents are stepping in to fund family getaways. But this isn’t just about necessity; parents are expressing a desire for all generations of their family to spend more time together.

Everyone benefits from multi-generational trips

Parents are also quick to acknowledge the wider benefits of holidaying with grandparents. Two-thirds said they felt more relaxed on trips when grandparents were there.

With almost three-quarters of the parents wishing that all the generations of their families spent more time together, multi-generational holidays are a great way to do this.

“While sharing finances is one motivation for multiple generations holidaying together, our research shows that going away with grandparents is largely about strengthening family bonds, encouraging the grandparents to get abroad, and creating lasting memories for everyone,” Letitia says.

For families planning such a trip, practicalities are important too: “If you’re planning a multi-generational holiday this year, it’s worth looking into specialist travel insurance for over-70s, to ensure everyone has comprehensive cover and can enjoy the trip with peace of mind,” she says.

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Three researchers from CQUniversity in Australia watched 150 episodes of Bluey and looked at the themes of each one for a study published last month. They found that nearly half of all the episodes (73 out of 159) included a clear, positive message about resilience.

“Of course, no screen can replace real relationships. But when parents watch shows like Bluey with their kids, they become powerful teaching tools. Talking about what kids see on screen can help them reflect, process, and build the skills they need to cope, adapt and grow,” one of the researchers, Bradley Smith, writes in The Conversation.

The researchers broke resilience down into three key elements

Bradley and the other researchers used the Grotberg Resilience Framework, a model in psychology that breaks resilience into three key elements, to assess each Bluey episode. The three elements are:

1. I have: This refers to the resources that people have to rely on in tough times, including family and friends.
2. I can: This refers to the things people can do, such as problem-solving, managing their emotions, and taking action, to navigate challenges.
3. I am: This refers to someone’s qualities that they can draw on when things go wrong, like self-confidence and self-worth, optimism, and believing in your abilities.

In the 73 episodes of Bluey that showed examples of resilience, most included examples of ‘I have,’ where Bluey was helped through challenges by her mum. For example, her mum, Chilli, offers her unconditional support, encourages her to give things a go, and gives her a little mantra to follow: “I have a little cry, I pick myself up, dust myself off and keep going,” she says in The Show (S2E19).

Bluey also processes her emotions through play, communicates when she has problems, and reframes things in a positive light, which are examples of ‘I can.’

‘I am’ was the least represented element of resilience, but Bluey does show aspects of this though being empathetic about others, cleaning up other people’s messes, and being proud of her own accomplishments.

Bluey’s resilience could rub off on kids — and adults

It’s important to note that this study looked at how resilience is portrayed in Bluey, rather than the impact of these portrayals on children, so we don’t know for sure that these narratives will transfer to children’s lives. However, the researchers suggest that repeated exposure to themes like resilience can help children internalise them, and because Bluey is so popular, children are likely to come across its narratives of resilience often.

Plus, most of the episodes around resilience focused on the ‘I have’ aspect, and the majority of these emphasised the role of family in building resilience. So, the researchers said, Bluey also gives parents and caregivers examples of how they can help foster resilience in children through everyday situations.

The researchers say that their study highlights that watching Bluey together is key, because parents can use on-screen moments to start conversations about resilience in real life.

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The report, by Compare and Recycle, an electronics recycling comparison site, is based on a survey of 1,000 UK parents with children under 17 in July 2025. It found that children under four were the heaviest screen users, with an average of six hours and 57 minutes of daily screen time.

Children aged 5-10 years were next, with an average of six hours and 22 minutes of daily screen time, followed by 17+ year-olds with five hours and 20 minutes, and then 11-16-year-olds who spend five hours and eight minutes on screens each day.

The survey also found that 34% of children struggle to eat meals without a screen in front of them, while 45% of parents use them to calm their kids.

The WHO’s recommended screen time is max 2 hours

Screen time is time spent watching TV, using tablets and smart phones, using a gaming console, or going on a laptop or PC.

The WHO doesn’t recommend any screen time for children under two, and that this time is limited to no more than one hour a day for children aged two to four. There aren’t any official guidelines for school-age children, but generally experts say that they shouldn’t spend more than two hours a day on screens.

This is because screen time is sedentary, and the WHO says that children who spend more time sat still are more likely to develop obesity and less likely to develop healthy habits. Watching a lot of TV has also been linked to difficulties with concentrating, and gaming doesn’t encourage good development of judgement or behaviour.

Olivia Hodges, a HCPC-registered paediatric occupational therapist, says: “Sedentary behaviour does not activate the muscles and joints needed for core strength, postural control, and joint stabilisation. Children need active play – such as spinning and swinging – to develop balance and motion tolerance, through things like climbing, jumping, pushing, and pulling.”

Higher screen time linked to developmental delays in toddlers

The report by Compare and Recycle found that the more screen time children have, the longer they take to hit key developmental milestones.

For example, children who had less than three hours of screen time a day were, on average, able to tie their shoelaces by the age of five years and seven months, whereas children who spent more than three hours on screens a day could tie their shoelaces by seven years and six months — a difference of nearly two years.

Children with under three hours’ screen time could also handwrite their name a year and a month before their peers who had more screen time, and count to ten nine months quicker, too.

Other developmental milestones that children in the survey hit later if they spent more than three hours a day on screen were:

• Using cutlery to eat a full meal
• Using the toilet independently
• Holding a pencil correctly
• Reading a full sentence aloud
• Throwing/catching a ball
• Climbing/descending stairs

However, growing up with screens can be useful for children to live in our digital world, and 77% of the parents surveyed said that they believe screens can help develop children’s skills.

“Technology is woven throughout our lives, and now, from a very young age, children have access to it. They can pick up digital skills incredibly quickly, but usage should be intentional,” Olivia says. “It should not replace traditional developmental milestones but rather complement or enhance them where possible.

“The duration, context, and content of the screen use are critical in determining its benefits.”

“Extended or excessive screen time, especially when passive, can negatively impact several core sensory systems in children,” she says.

“Typically, when on a tablet or smartphone, only one side of the body is engaged, limiting the opportunity for two-handed coordinated tasks. Glass screens offer limited tactile feedback and reduce a child’s exposure to varied textures, which are essential in developing touch discrimination.”

What parents can do instead of giving their child screens

Olivia recommends off-screen activities like messy play, bead threading, crawling, and climbing to counteract the negative physical and mental impacts of too much screen time, because they support hand strength development, core control, and sensory integration.

She also warns against screens when children are eating.

“Screens feel predictable, but the difficulty is that the child doesn’t learn how to self-regulate their emotional and sensory processing,” she says. “And at the dinner table, screens can distract children from the experience of eating itself, which over time, can affect how well a child learns to chew or move food around their mouth.”

Antonia Hristov, head of marketing at Compare and Recycle, says “It’s unrealistic to cut screens out entirely – but substituting screen time for more intentional activities as a family can make all the difference.”

Read more:

• New study finds kids’ screen time and emotional health are linked – in both directions
• Why more teens are switching off and embracing digital detox
• Parents ‘must stop trying to be their child’s friend’ over smartphone use, says children’s commissioner