Top family adventure holidays for 2026
By Ellie Malt
Ice cream and swimming are the usual highlights of a family holiday with children under age 10. Then it gets more complicated: once they have phones, family time must compete with constant updates from friends and let’s face it, hanging out with mum and dad isn’t quite as cool. No wonder adventure holidays designed specifically for tweens and teens are increasingly popular. Here are our top picks for 2026, for every age, taste and budget.
Best for ages 6+
Paddle and sail in the Lake District
The Lake District is perfect for hardy families who love the outdoors. Try sailing on Windermere where sheltered bays make this manageable for beginners. Family-friendly sessions teach children to handle a small sailboat. Evenings can be spent around a campfire, with the mountains as a backdrop.
Best for ages 10+
Safari adventure: Kruger National Park, South Africa
Lodges near Kruger National Park offer game drives, opportunities to spot lions, elephants, giraffes and rhinos. Teens can learn about animal behaviour, ecosystems and photography, while the thrill of close encounters keeps them fully present.
Best for ages 5+
Caves, lakes and rapids: Slovenian adventures
Slovenia offers a mix of outdoor thrills. A small train takes families deep into Postojna Cave, where vast chambers look like something from a fantasy film. Lake Bled is ideal for swimming and paddleboarding. For older children, Slovenia’s emerald-green rivers provide rapids through dramatic gorges. Some operators, like Green World Holidays, have group adventures aimed at single parents with teens.
A snorkelling adventure in Mexican caves
Unlike full cave diving, snorkelling is typically shallow and safe. In the Sac Actun cave system, you can float in crystal clear freshwater with visibility often over thirty metres and experience stunning rock formations. Small fish and freshwater wildlife add to the adventure. Perfect for families who want to explore a cave system without the technical diving.
Best for ages 8+
Best for ages 6+
Wild nights under the stars
Wild camping gives families a taste of freedom. Scotland is one of the few places where it’s legal almost everywhere, making the Cairngorms a perfect base for pitching a tent in breathtaking landscapes. Dartmoor National Park also offers wild camping and gentle trails. Sweden’s Right to Roam policy allows camping across much of the countryside; while Norway’s fjords and Finland’s lake districts provide safe trails and the chance to cook over a fire beneath the stars.
Best for ages 10+
Best for ages 8+
Rainforest thrills
in Costa Rica and Sri Lanka
Snowdonia multiadventure
Snowdonia offers a range of activities in one location. Older children and teens can soar on Europe’s fastest zip line at Zip World, while younger kids enjoy trampoline caverns. Families can also try guided rock-climbing or mountain biking on the park’s trails.
Many eco lodges cater to children while ensuring activities remain safe but challenging. Spotting monkeys on jungle hikes and rafting gentle rivers keeps kids moving. According to family adventure specialists, Stubborn Mule Travel, the rainforest is more appealing when flying through it on a zip wire or riding on the back of a bullock cart!
Best for ages 10+
Hopping across Europe by train
Easier than you would think, few adventures feel as liberating as exploring with a backpack and a rail pass. Families can hop between Paris and Vienna or take slower routes through less-travelled cities like Ljubljana or Bratislava. Older children particularly enjoy the freedom of waking up in a new country each day, learning planning skills and navigating stations.
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Welcome
Wishing all our readers good health and happiness in 2026! Many of our features in this issue relate in some way to the theme of health and happiness too. Our New Year, New You feature offers suggestions for New Year’s resolutions that will improve your life AND that you can actually stick to; in our Health feature, you’ll discover tips for lightening your own mental load this year, as well as how to help a very young but anxious child. Meanwhile, in Education, you can find out the role that school’s play in supporting a child with mental health challenges.
And, of course, there’s fun to be had and to look forward to! Despite it being winter, there is still plenty to enjoy locally with your family – take a look at our What’s On guide. Our guide to family adventure holidays should tempt your travel taste-buds too, while, in the UK, we have compiled our recommendations for family-friendly festivals to go to this summer.
We also focus on the under 5s in this issue. So, if you have a young baby or are expecting one, read advice on how to interpret your baby’s cries; discover the importance of letting under 5s develop at their own pace and find out how to overcome your toddler’s fear of the bath.
Finally, we have three Tickit Woodland Trail Treehouses to give away, worth £39.99 each. Apply inside and also ensure you receive our newsletter with more giveaways and useful information.
September/October issue giveaway winners Congratulations to all our winners. You can find a list at www.bit.ly/GiveawaywinnersSO25
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Redefining educational success
By Gavin McCormack
In my twenty-five years as a school teacher, I’ve had hundreds of conversations with parents about what would be best for their children. What all those conversations had in common was that no matter what was happening at home, in the classroom or with the children’s learning, what parents wanted most from education was for their children to be happy. And why not? Nothing is more precious than seeing a child truly happy and content in being who they are.
Yet many of us still enrol our children in schools that boast about achieving the highest grades, having the biggest swimming pools or ranking highest on national league tables, without considering what these schools do to make our children feel content, purposeful and passionate.
The reality of being number one
In 2022, the OECD’s PISA rankings named Singapore as the number one school system in the world regarding academic attainment. The country has a regular spot in the top five, alongside Taiwan, Macau and Japan.
But does that mean those children are getting the best start in life? Paradoxically, the OECD also releases The World Happiness Report, which ranks the world’s happiest countries. If academic rankings were linked to happiness levels, surely we’d see the same countries in the top positions on both reports? But that’s not the case.
Iceland, Sweden, Denmark and Finland all top the happiness rankings. How can that be?
There is a clear mismatch between our children’s academic grades and their levels of happiness. Although Singapore’s education system is renowned for its academic rigour and high standards, I’ve heard numerous firsthand accounts that this desire to be the best comes at a cost.
Several studies speak to this same cost - alarmingly high levels of anxiety among Singaporean students, primarily attributed to academic pressure - including the 2017 OECD study that found eighty six percent of Singaporean students were worried about getting poor grades - even when well-prepared, compared to the OECD’s global average of sixty six percent (which is still very high).
Celebrate reading on World Book Day
Help your child celebrate a love of reading on World Book Day, Thursday 5 March.
Spark your child’s imagination and encourage them to read for pleasure and join in nationwide activities designed to make books exciting. Schools will distribute special £1 book tokens that children can swap for exclusive new titles or put towards any book in participating shops.
Many schools also will invite students to dress up as favourite characters and host reading-related events.
The study revealed that the pressure stems from various sources, including parental expectations, societal emphasis on academic achievement and the competitive nature of the education system itself, which is not unique to Singapore. A fear of failure and internalising expectations doesn’t sound like a healthy childhood to me.
The consequences of chronic stress can be severe, affecting students’ mental and emotional wellbeing, sleep patterns and quality of life. The focus on academic achievement can also lead to losing interest in learning, where the joy of discovery is replaced by the anxiety of performance.
Simply put, if we put too much emphasis on our children getting the top grades, competing against each other and avoiding failure at all costs, they will inevitably become more anxious.
Interestingly, Iceland, Sweden, Denmark and Finland - the top four countries on the 2022 OECD’s happiness ranking all have one thing in common: their citizens have immense personal freedom, choice and high trust levels within their communities - qualities that all work together to prevent the development of anxiety and depression.
If we really want to put children’s happiness first, then we should choose schools that trust them to make their own decisions, learn from their mistakes, have agency over their learning and engage with the real world.
This article is an abridged extract from the book Raising Resilient Children by Gavin McCormack, published by Simon & Schuster, available in all good bookshops now.
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What do the words ‘best school’ mean?
Before you enrol your child in any school, you have to decide what ‘best’ means to you.
Is the ‘best’ school dictated by the grades, points, scores, facilities and reputation? Or is a successful school journey not about ‘what’ your child becomes but ‘who’?
In my view, it’s the latter. For me, education is about allowing a child to find their passion and attend a school that embraces the same values and visions for the future that their family holds dear.
Communicating effectively with your child’s school
By Zuzu Jordan
Building a strong partnership between home and school is one of the most effective ways to support your child’s education. Clear, open communication helps parents stay informed, teachers feel supported and children thrive. Nowadays, with many ways to connect with your child’s school, choosing the right method often depends on the purpose of the conversation.
Face-to-face meetings
Scheduled parent–teacher meetings are designed to talk about academic strengths, areas for improvement and social development. If an issue arises in between, many schools welcome parents booking a short appointment. These face-toface conversations build trust and understanding.
Phone calls
Sometimes a quick phone call is the most efficient way to share information or ask a specific question. Whether it’s to clarify a homework task, discuss an upcoming trip or raise a concern, speaking directly allows for an immediate response. Schools often have designated times when staff are available to return calls.
Emails and online platforms
Digital communication is now a key part of school life. Emails provide a written record, making them useful for non-urgent matters or when you want to ensure clarity. Many schools also use online platforms or apps to share updates, homework and messages. These systems help parents keep track of school events and deadlines.
Keeping your child’s school updated
Schools can offer the best support when they understand what’s happening in a child’s life. While not every detail needs to be shared, there are certain changes that it’s important to update the school about.
If your family is going through a big change - such as separation, divorce or the arrival of a new sibling - it can affect how a child feels and behaves at school. Letting teachers know helps them respond with understanding and patience. Financial challenges can also impact school life, whether that’s difficulty affording trips, uniforms or equipment. Schools often have ways to support families discreetly but they can only do so if they are aware of the situation.
Health matters, changes in routine or anything affecting your child’s emotional wellbeing are also worth sharing. Even small updates can make a difference, as they give teachers context for your child’s behaviour and learning.
By keeping the school in the loop, you’re helping to create a supportive environment where your child feels secure, understood and ready to learn.
When issues require more detail
For more serious matters that require ongoing discussion, it’s wise to create a clear paper trail. Written communication, whether by email or letter, provides a record of what has been agreed and can help avoid misunderstandings. This approach is particularly useful if you need to revisit a matter at a later date.
Informal conversations
Quick chats at the classroom door or at school events can also be helpful, though it’s best to keep these brief. Teachers often have limited time at the start and end of the day, so use these moments for short updates rather than detailed discussions.
Working together
Whichever method you use, the key is to keep communication respectful and constructive. Remember that teachers and staff are working in partnership with you to support your child. Choosing the most appropriate way to communicate helps strengthen the home-school connection and shows your child that their learning truly matters.
Zuzu is a Mastery for Maths Specialist who has taught primary for eighteen years and is Director of Arnett International. For FREE resources and tips, find her on Instagram @edumate_uk
Communicating about bullying
If you feel your child may be experiencing bullying, it’s important to keep the school fully informed. Schools can only act on what they know and early communication helps problems to be addressed before they escalate.
Start by speaking with your child to gather as much detail as possible about what happened, when and who was involved. Even if the information feels incomplete, share what you know with your child’s teacher. A face-to-face meeting or a phone call is often the best first step.
For ongoing issues, follow up with an email or written note. This creates a clear record of the issues raised and what actions have been agreed. A paper trail is especially important if the situation needs to be monitored over time.
Keep the conversation constructive and solution-focused. Teachers and staff want to provide a safe environment and working together makes it easier to find a resolution. By keeping the school in the loop, you show your child that their wellbeing matters and ensure that they get the right support.
Preparing your child for exams
By Gail Hugman
We all went through exams to get where we are today and know that the experience can be challenging. With exam results affecting school and university choices, it is worth helping our children prepare so they get the best results.
Many parents choose to tutor their children, which can be useful if they are lacking in content or need extra practice but what else can you do to help?
Preparing yourself is as important as preparing your child!
Whether it is 7+, 11+, 13+, SATs or CATs, download an example of the exam papers from either the government website for SATs or the schools you are applying to. In this way, you and your child will know what to expect.
Your child may need to be reminded that what they’re being taught in school in English, maths and reasoning especially, is going to help them when they sit the exams, so they need to listen carefully and concentrate in lessons.
Many children also need to be told that if they don’t understand the lesson, they need to ask their teacher for help. Check your child feels confident to do that. Many don’t because they are worried about ‘what other children will say,’ so remind them that you’re there to help and can ask on their behalf.
Exams are always timed but it’s difficult for a child to know how much they can do in a certain length of time! To help them judge this more accurately, you can help them prepare by timing homework activities.
Firstly, check with your child’s teacher how long they are meant to spend on a piece of homework and give them that amount of time. If the work is not finished in that time, reflect on it with your child and ask them what they think they can do to speed up next time.
The most important thing that every parent can actually do to help their child, is to actively listen to them read at least three times each week, all the way up to 13+.
Many children become ‘free readers’ between the ages of 6 and 7 years. They are thought to be ‘good readers’ because they decode and say all the words correctly. But comprehension requires a set of skills that develop after a child has learned to decode.
Gail Hugman is the founder of Lessons Alive (www.lessonsalive.com), an organisation which helps children flourish. She’s also the author of several books, including the just-released Little Hum, a heartwarming children’s story about finding yourself, available from The Endless Bookcase at www.theendlessbookcase.com/books/little-hum
Activity to speed up your child’s work rate
Use a two-minute timer, a picture that has lots of identical things to colour like the one above and a range of sharp colouring pencils.
Tell your child: ‘We’re going to watch as the timer runs for two minutes. When it’s finished, I’m going to ask you how many of these bugs you think you could colour in that time, with each section a different colour. There must be no white bits. Watch the timer while you think.’
When time is up, ask how many they think they can colour. Then, you are both going to find out. Set the timer again and watch them colour. If they colour less than anticipated, ask what slowed them down. If they don’t know, make a suggestion from your observations. Was it distractions? Choosing colours? Organisation?
Ask them if they think there is anything they can do to speed up. Try again. Often, children won’t count how many pencils they need to do the job at the start and some of the time is lost choosing.
Helping a dyslexic child prepare for SATs/11+
A child is a good reader when they read fluently with expression (they respond to punctuation appropriately to do this), they know the main point of the text, they can infer (read between the lines), they can identify similes and metaphors and they can summarise.
Written comprehension requires them to read a passage in a given time (5-10 minutes), work out how the writer makes it scary/funny/sad (analyse), say what a character’s behaviour means (interpret), recognise what season it is from the description given (infer) and make a sensible suggestion for what happens next (predict).
Your dyslexic child may be allocated extra time for exams but may need help to know what to do with it. Check how much time they have been allowed with the SEND teacher and ask what help they are being given to prepare.
When listening to them read, it helps if you ask: ‘Which words make it scary/sad/funny?’ ‘Why did that boy run away?’ ‘How do you know…?’ ‘What will happen next?’
Spot, Support, Refer: the role of schools in children’s mental health
By Erin Miller
Children’s mental health needs have increased sharply in recent years. According to NHS data, around one in five children ages 8 to 16 now has a probable mental health disorder, up from one in nine in 2017. Symptoms include anxiety, low mood and eating difficulties. While schools are often the first to notice when something is wrong, many have limited resources to meet emotional needs. So, what are your child’s school’s obligations in relation to mental health?
Understanding what falls under the umbrella of mental health can be confusing. Mental health refers to a person’s emotional, psychological and social wellbeing - how they think, feel and cope with life. Not every instance of behavioural change is a diagnosable mental health condition: temporary stress and friendship issues are normal ups and downs of growing up. Ideally, schools and parents should work together to identify patterns of behaviour, rather than one-off instances.
While schools have a duty of care to safeguard pupils and promote wellbeing, this does not extend to diagnosing or treating mental health conditions or offering clinical-style interventions. Their legal duties focus on noticing, recording and referring concerns to GPs, Child and Adolescent Mental Health Services (CAMHS) or educational psychologists.
Under the Equality Act 2010, schools must make reasonable adjustments if a mental health difficulty amounts to a disability and under safeguarding laws, they must act if a child’s safety is at risk. Where needs are long term and significantly affect education, these can be recognised through an Education, Health and Care Plan (EHCP), which sets out the support the school and local authority must provide. To receive an EHCP,
What is great practice?
Schools are not legally required to provide counselling or mental health programmes but many demonstrate exceptional practice by embedding wellbeing throughout school life.
Great schools create a whole-school culture of care, where emotional health is valued alongside academic progress. Staff are properly trained to recognise early signs of distress and to respond with sensitivity and consistency. Pupils feel safe to speak up and parents are treated as partners.
Great practice often includes a named mental health lead, clear referral routes to specialist services and close collaboration with external professionals such as school nurses, educational psychologists or CAMHS teams. Schools may offer drop-in wellbeing sessions, peer-support schemes or access to qualified counsellors on site.
Although many of these examples are not statutory duties, you could still suggest some of them if you are providing feedback to your child’s school. Keep in mind that effective schools succeed by building an inclusive, compassionate environment where wellbeing is embedded in the culture for students, staff and the wider school community.
it must be shown that the child’s needs have a clear impact on learning and require additional support beyond what the school can usually offer.
What schools are NOT legally obligated to do State-maintained schools are not legally required to provide clinical treatment, counselling or employ mental health professionals. They are also not obliged to have a separate mental health policy and they are not responsible for managing or funding long-term clinical care or replacing NHS services. Schools don’t have to tailor the entire curriculum for mental health reasons unless a child’s needs amount to a disability or are formally set out in an EHCP. Finally, schools are not required to automatically authorise absences due to anxiety, low mood or other emotional distress without supporting medical evidence.
Erin Miller is a teacher with a keen interest in how research can be used in the classroom to improve learning.
How to get help
If you have raised your concerns about your child’s mental health but feel your child’s school is not taking them seriously, start by meeting with the class teacher or pastoral lead to explain your worries. If the issue continues, contact the SENCO, headteacher or governing body.
You can also seek advice from your local authority, the Parent Partnership, SENDIASS service or organisations such as Mind.
CAMHS offers assessments and treatment for children up to the age of 18 for a variety of mental health problems. Start by speaking to your GP about the issue and requesting a referral to CAMHS or community services.
CAMHS assesses and treats problems such as anxiety, depression, eating disorders and the effects of trauma. It offers a range of support which can include individual, group, or family therapy sessions, creative therapies, medication management, and, in some cases, inpatient hospital care.
Some CAMHS teams also specialise in conditions like ADHD and autism. Crucially, remember you are not alone and support is available.
The ideal window for STEM learning
By Matt Newnham
When children first step into school, they bring with them an unstoppable stream of curiosity. Why is the sky blue? How do birds fly? What happens if I mix these paints? For parents and teachers, it can feel relentless. Yet within those questions lies something essential. The years between ages 5 and 9 are when children form the attitudes that shape how they see the world, how they see themselves as learners and how they will approach science and maths for the rest of their lives.
Why does this matter so much? Because science and maths are not simply school subjects. They are life skills. Science teaches us to question, to seek evidence and to change our minds when evidence changes. Maths teaches us to see patterns, to plan and to reason logically.
UNESCO1 and the OECD2 have long argued that building scientific literacy early is essential for the future. The children of today will face challenges we can only guess at: climate change, new technologies and social change. A generation confident in science and maths will be better equipped to meet those challenges. It is about creating citizens who can think critically, solve problems and adapt. The habits of mind built between ages 5 and 9 will carry into adulthood.
The window of curiosity
The psychologist Jean Piaget³ described children ages 5 to 9 as moving from imaginative thinking into logical thinking. At age 5, children may still believe the moon is following them home. By age 9, they begin to understand orbits, shadows and gravity. This shift is not just about facts. It is about the development of a way of thinking, a move from magic to mechanism, while still holding onto imagination.
Children between ages 5 and 9 are at their most curious and least self-conscious. They ask questions without worrying about being wrong. They explore without fear of failure. This is why researchers at King’s College London4 and the Institute of Education point out that attitudes to science and maths often solidify before age 10. By the end of primary school, many children have already decided whether they are ‘good at’ or ‘bad at’ these subjects.
This decision is rarely based on ability. It is based on confidence and on how those around them respond to their questions.
Children’s Booker Prize announced
The Booker Prize Foundation has unveiled the Children’s Booker Prize, a major new award celebrating contemporary fiction for ages 8 to 12. The first winner will be announced in February 2027.
The award attracts a £50,000 prize, equal to the adult Booker Prize and aims to inspire a new generation of readers. A shortlist of eight books will be announced in November, with at least thirty thousand copies of shortlisted and winning titles gifted to children across the UK and Ireland.
Confidence Is built early
Imagine a child who builds a tower of blocks. It falls. They try again. It falls again. They laugh, rebuild and eventually succeed. They have just practised the essence of scientific thinking: test, fail, try again, succeed. If an adult scolds or rushes them, they learn frustration. If an adult celebrates their persistence, they learn resilience.
The National Science Teaching Association (NSTA)5 has shown through multiple studies that early exposure to positive experiences in science and maths builds lasting confidence. The opposite is also true. A child who hears parents say: ‘I was never good at maths,’ or ‘Science is too hard,’ absorbs that belief. By age 7, those beliefs can become fixed. Yet science is creative and maths rewards persistence. Anyone can enjoy these subjects if given space to play, explore and make mistakes.
Confidence is not about getting the right answer every time. It is about believing that problems can be solved, that experiments are worth trying and that effort is valuable. Between ages 5 and 9, mistakes should be celebrated. A wrong answer is not a failure. It is a step towards understanding. When children see adults laugh at a failed experiment or cheer at a messy attempt, they learn that learning is about the journey, not just the result.
What can parents do?
The most powerful thing parents can do is show interest. A child who sees their parent curious and open to learning learns that curiosity is valuable.
Explore questions together. Instead of rushing to answer, ask: ‘What do you think?’
Use daily life. Cooking, shopping, gardening and travelling all contain maths and science.
Read stories with STEM themes. Adventure tales can deliver scientific concepts in fun ways.
Model positive talk. Replace ‘I can’t do maths’ with ‘Let’s work it out together.’
In the golden window when children decide whether they are explorers or avoiders, adults hold the power to guide them towards curiosity, confidence and joy.
Matt Newnham is an author and writer with decades of business experience. Inspired by his career in IT, he created Space Ranger Fred to make learning fun and accessible for children. For more information, visit www.spacerangerfred. com
[1] https://www.unesco.org/en/articles/how-science-can-help-createsustainable-world
[2] https://www.oecd.org/en/publications/pisa-2015-results-volumei_9789264266490-en.html
[3] https://www.bxscience.edu/ourpages/auto/2014/11/16/50007779/ Piaget%20When%20Thinking%20Begins10272012_0000.pdf
[4] https://kclpure.kcl.ac.uk/ws/portalfiles/portal/64130800/10_Facts_ and_Fictions.pdf
[5] https://ed.sc.gov/instruction/early-learning-and-literacy/earlylearning/nsta-position-statement-early-childhood-science-education
Overcoming bath refusal
By Claire Burgess
What do you do when a young child who loves having a bath suddenly stops wanting to go in? As a great ‘wind down’ opportunity before bedtime, it’s natural to worry that this refusal might affect their bedtime routine. Please be reassured that some children go through this phase and it is connected to their stage of development at the time.
There are a number of reasons why your child may refuse the bath. These could include a previous experience that upset them, bath times being too long or too late, different sounds in the bathroom, a dislike of hair washing and even worries about being sucked down the plug hole!
The following successful approaches may encourage your little one back into the water again.
Make bath time fun
Use toys. These could be anything from toy animals to watertight balls and glow sticks, blowing bubbles, bath crayons or bath colouring tablets.
Use a bath mat
This helps your little one feels secure when sitting or standing and helps avoid slipping.
Having a bath in the day with no water
Think of this as practice in adjusting to being in water. Avoid doing this at a time when your child might be tired or hungry though.
Reading books about having a bath can be helpful.
Dealing with hair washing challenges
Many infants do not enjoy having their hair washed and if your child is suddenly unwilling to have a bath, it might be because they associate it with this.
You could consider the following options to help move things forward:
If you’ve previously used a shower attachment, use a jug or two of water for the hair wash instead - or vice versa!
Get your child to look up at the ceiling while you are washing their hair so that the water drains down their back and not down their face. You can also give them a dry flannel to hold over their eyes to prevent shampoo going in them and so that if any water does come down their face they are able to dry it.
Get the hair wash out of the way at the start of the bath; then your child can play and you are ending bath time on a positive note.
Encourage ‘sink play’ in the bathroom
Fill the sink with water (possibly coloured with food colouring) and then put some toys in and around it. Use a step so your little one can reach the sink and let them play as they wish. This can emphasise the fun element of water and familiarise your child with being in the bathroom.
Let your child stand, rather than making them sit down
This lets you wash your little one while they are standing and playing with toys on the edge of the bath (this is why it is important to have a bathmat to avoid slipping). It’s possible they may only be in the bath for a couple of minutes. This is absolutely fine and you can try to gradually build up the length of their bath. Hopefully, over time, they will feel confident enough to sit down.
Put on their swimming costume/trunks/armbands
This adds a fun element! You could also play the Cocomelon bath song to make things even more fun. Find it on YouTube.
Claire Burgess is a director and family consultant at Bespoke Family (www.bespokefamily.co.uk), which offers tailored support from newborns to teens.
Other reasons for bath refusal
If there’s been a previous occasion when the bath water was a little too warm or too cold, this may have contributed to your little one’s bath refusal.
Always fill the bath with cold water and then top up with hot to ensure it isn’t too warm. It should be around body temperature (37 degrees) and you can test it with your elbow. If you use a bath thermometer, make sure you re-test with your elbow afterwards. Never leave children unattended in or near water even when just running baths or sinks and always empty them as soon as they are no longer in use.
Young children often go through periods where they find bedtime worrying and they may associate bathing with bedtime. Having a bath at another point in the day may be helpful.
Remember also that what seems normal to adults doesn’t necessarily seem so for young children. Reassure them they won’t be sucked down the plug hole when the bath is emptied; nor encounter anything scary in the water.
Translating your baby’s cries
By Tanith Carey
For parents, there’s little more stressful or panic-inducing than hearing their baby cry. At first, your new-born’s cries may all sound like general alarm calls. But by observing your baby over time, the good news is you can start to work out what they are trying to say.
The first thing I’d suggest is to simply be open to listening to what they are communicating, rather than dismiss crying as something that infants just ‘do.’
As brand-new arrivals in the world, babies don’t have ‘wants.’ They only have needs. Nor does your baby cry to ‘exercise their lungs’ or ‘control’ you. For the first few months, they are responding to the raw sensations in their bodies and communicating the only way they know how.
Put aside the myth too that your baby will get ‘spoiled’ if you pick them up when they cry. Instead, over time they will learn that grownups reliably meet their needs and this feeling of safety will mean they ultimately cry less.
To start to learn to ‘translate’ your baby’s cries, the first thing to know is that babies tend to cry for five main reasons: hunger, tiredness, overwhelm, loneliness, pain/discomfort and boredom/frustration.
Although all your baby’s cries may sound the same at first, as you tune in, you’ll begin to notice subtle differences in pitch and intensity. Think too about the timings of their cries, asking yourself when they were last fed or changed.
Bear in mind too there is a peak in crying between three and six weeks. In this phase, babies may cry between one and two hours a day and often more in the late afternoon and evening, perhaps due to a build-up of overstimulation and tiredness.
Some babies also come into the world with naturally more sensitive temperaments which are harder to soothe. Avoid too many comparisons and know that as long as you and your caregivers are responsive most of the time, you are giving your child what they need most now.
Of course, there may still be times when your baby cries for a reason you can’t work out and if your baby is hyper-aroused, it
Types of cry
Hunger - constant and rhythmic; louder than other cries but lower pitched.
Tired - often with jerky arm and leg movements, eye rubbing and clenched fists.
Overwhelmed – by too much noise or new sensations; they may nuzzle into you to block the outside world as they cry.
Distressed/in pain – erratic, higher pitched with faster breaths, fewer pauses and maybe an arched back.
Boredom/frustration - on-and-off cries and kicking their legs. Without your attention, this becomes a low, constant cry.
can take time for them to regulate again. Even if it doesn’t seem to work at first, repetition - whether it’s walking them up and down or rocking or singing to them - will help. One study found that walking a baby up and down for five to eight minutes is enough to start to reduce their heart rate, initiating the calming process.
At moments when you don’t know what the problem is, it will help to remember that it’s not crying that harms your baby. It’s the feeling that they have been left alone with their distress. If you are holding and carrying and comforting your child, you are doing the best you can.
If you can continue to respond to them like this consistently, this will help your baby build a calmer, less reactive nervous system and they will be easier to soothe in the long run.
Tanith Carey is author of What’s my Baby Thinking? Practical Child Psychology for Modern Parents with Dr Angharad Rudkin. Crying is one of eighty topics tackled in this book, published by Penguin/DK. Available in Flexibound and audiobook, this guide answers every question about your baby and toddler’s development in their first two years. Find it at www.dk.com
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Calming a crying baby
Research has found that putting your young baby against your bare skin helps them regulate more quickly. Using a baby sling will also meet their need to stay close and reduce crying episodes.
Step away: if your baby’s crying is making you anxious, take a moment to calm yourself with some deep breaths. If you’re dysregulated, your baby will sense this and they will take longer to soothe.
Don’t be afraid to ask for help from other caregivers so you can take a break.
Allowing your child to develop at their own pace
By Helen Zimprich
Children are different - we all know that. Yet we often find ourselves comparing them. Why can my neighbour’s daughter speak so clearly at two and a half while my daughter says only a few words? Why can my friend’s son eat on his own while my son still needs my help? From potty training to dressing themselves or sleeping through the night, the comparisons never seem to end.
I’ve been there myself. I have three children and each one is unique. My daughter was independent from an early age, while my little son has always been deeply attached to me. She could dress herself and put on her shoes before pre-school; he needed me beside him until he reached age 6. At first, I thought he was doing it on purpose, to test my patience.
But during parenting training, I learned something essential: every child’s brain develops at its own pace. My daughter’s brain was ready for independence in certain areas but my son’s wasn’t yet. His need for my presence wasn’t manipulation, it was purely developmental. He simply felt safe when I was near and that safety allowed him to learn to put on his shoes.
It’s important for us parents to understand how the brain develops. It has three main parts. The right side of the brain is responsible for emotions - that’s why toddlers have such big feelings and frequent meltdowns. The left side, which handles language and logic, only begins developing around age 3 and matures much more slowly.
Connect before you correct
When children are angry or having a meltdown, lecturing or explaining doesn’t help; their brains simply aren‘t receptive.
As parents, our task at that moment is to calm. We need to connect before we correct. That means helping our child feel safe again through a gentle tone, a soft touch or simply being present without judgement. Only when our child‘s nervous system has rebalanced - when they’re back in the ‘green zone‘ - can their brain process our words. That’s the moment when gentle guidance can be heard.
Imagine your child is eating cookies. You say ‘stop’ after the third and your child starts screaming. You stay calm, comfort your child, validate the feelings and wait until the big emotions pass. Then, when things are calm, you gently say: ‘I know how that feels. It would be so nice to eat as many cookies as we want! But if we eat too many, our tummies will start to hurt.’
Choosing connection over correction teaches our children emotional safety, empathy and self-regulation.
So when my son wanted me next to him while putting on his shoes, it didn’t make sense to my logical adult brain but it made perfect sense to his still-developing one.
As parents, we need to ask ourselves: Is my child not willing or simply not yet able? Most of the time, it’s the second one. When we shift our perspective from frustration to understanding, everything changes. We stop expecting our children to hurry up and start meeting them where they are.
It’s worth remembering that rather than your child giving you a hard time, your child is having a hard time. It’s tough having so much to learn! And your calm, loving presence is exactly what helps them through it.
Helen Zimprich (www.helenzimprich.com) is a certified Parenting Coach who helps working mothers set healthy boundaries and supports them to create strong connections with their kids through calm, conscious parenting. Follow her on Instagram.
The invisible mental load and psychology of rest
By Dr Sasha Hall
As a psychologist and a parent of two young children, I have seen both professionally and personally how easily the invisible mental load builds up. This load is the ongoing, often unseen mental effort required to keep family life functioning. It includes not only the physical tasks of daily life but also the constant background thinking that ensures these tasks happen at the right time and in the right way. It is the invisible spreadsheet running quietly in the mind, updated in real time as family needs change.
For many parents (generally mothers), this mental load can feel like carrying an endless list of responsibilities in their minds. It might include planning meals, remembering school events, booking appointments, checking that uniforms are ready and ensuring everyone has what they need for the day ahead. Alongside this are seasonal or longer-term considerations such as holidays, birthdays or preparing for school transitions. Even positive events, such as planning a family outing or helping with a costume for school, can add to the mental noise. These are all small, individual thoughts that combine into a continuous mental hum.
In homes shared with partners or older children, there can also be what psychologists call cognitive unloading, where others rely on one person to hold or manage the shared mental information. Questions such as: ‘Where are my keys?’ or ‘What are we having for dinner?’ might seem trivial, but they represent moments where someone else is temporarily renting space in a parent’s mind.
Over time, these repeated small intrusions can add to feelings of exhaustion and reduce the sense of mental clarity that is essential for wellbeing. When this happens frequently, the parent may begin to feel as though they are the project manager of the household, responsible for doing, remembering, prompting and anticipating.
Research shows that cognitive rest is just as important as physical rest. Rest is not merely the absence of doing; it is the presence of mental recovery. When we rest effectively, the brain has the opportunity to consolidate memories, regulate emotions and restore executive functioning. These are the higher-order
Make the invisible ‘visible’
Much of the mental load remains unseen because it is carried silently. Psychological research shows that when cognitive effort is invisible, others are less likely to appreciate its weight.
Externalising these thoughts can help make them visible. This might involve sharing responsibilities through open discussion, writing down tasks that occupy mental space or gently drawing attention to how much co-ordination is involved in daily life. When the invisible becomes visible, families can develop a greater appreciation of one another’s mental and emotional contributions.
skills that allow us to plan, problem-solve and make decisions. Just as muscles need recovery after exertion, our brains also need space to decompress and reorganise.
Without sufficient rest, the brain’s capacity for emotional regulation and attention control diminishes. This can lead to increased irritability, forgetfulness and a sense of being mentally overloaded. For parents, especially mothers carrying multiple invisible demands, this may mean feeling less patient with children or partners and finding it harder to remain present in moments that should bring connection and enjoyment.
The psychology of rest reminds us that rest is not indulgence but maintenance. It allows us to sustain the very skills that underpin both parenting and professional life. Creating even small opportunities for rest throughout the day can help regulate the nervous system and restore emotional balance. This might include brief moments of quiet reflection, mindful breathing or simply allowing the mind to wander without purpose.
When rest is prioritised, parents often describe feeling more grounded, more able to engage meaningfully with their children and more confident in managing the continuous mental load. In essence, rest is not about doing less but about replenishing the mental space that allows us to think, care and respond effectively.
Recognising and sharing the invisible work that goes on in our minds is the first step toward valuing rest as a psychological necessity rather than a luxury.
Dr Sasha Hall is an HCPC-registered Senior Educational and Child Psychologist and founder of Hall & Co Educational Psychology Services (www.hallandcoeps.co.uk).
The science of mental rest
Mental rest does not always require sleep or silence. Research into attention restoration suggests that simply engaging in gentle, absorbing activities such as walking outdoors, listening to music or spending time in nature allows the brain to recover from focused thought. During rest, neural pathways related to creativity and problem-solving become more active. This helps restore a sense of clarity and perspective, enabling a parent to return to their daily roles with improved focus, emotional balance and a stronger sense of self.
Early years anxiety: the power of emotional connection
By Stephanie Bradley
In recent years, a quiet but powerful shift has been affecting our youngest learners. Children as young as ages 3 or 4 are increasingly showing signs of anxiety, low confidence and emotional dysregulation. These are not isolated cases and the trend is growing.
Children today are facing challenges that often seem unimaginable for their age; the emotional demands on this group of learners are mounting. The impact may be subtle at first - withdrawn behaviour, tearfulness, tummy aches, avoidance - but if left unchecked, these early warning signals can develop into entrenched emotional difficulties.
Recognising the signs of anxiety in the early years
Anxiety in young children rarely announces itself clearly. It’s disguised by behaviours that might include acting up, sudden clinginess, speech regression, avoidance of group activities or difficulty settling into new situations.
These are not ‘difficult behaviours;’ they are signals of emotional struggle in children who don’t have the vocabulary to talk about or even understand their feelings. That’s where early identification and emotional teaching become crucial.
Why early intervention matters
Research in child psychology and neuroscience tells us that early childhood is a critical period for emotional development. It is during these early years that children begin to form ideas about self-worth, belonging, empathy and how the world feels to them.
Stories and discussion
In my experience, one of the most effective strategies for emotional support has been interactive storytelling and structured discussions. This involves choosing stories that don’t just entertain but invite children to reflect, question and personally relate.
Stories offer a safe space to explore emotions. Through characters, children can externalise their own fears and joys. We must create space for open-ended questions such as: ‘How do you think they felt?’ ‘What would you do?’ and ‘Why do you think she was sad?’
As a teaching assistant in both mainstream and SEN environments, I’ve seen children who had previously struggled to talk about their feelings, begin to open up when using stories designed with intentional prompts. This creates space for meaningful conversations that spark critical thinking and discussion.
Fostering emotional literacy, kindness and critical reflection are not extras; they must be taught from the early years onwards and are as crucial as phonics and numeracy. The use of language, stories and discussion has a vital role to play in the development of these skills.
Early intervention isn’t just beneficial, it’s foundational. Emotional literacy should be treated with the same importance as learning to read or count. Waiting longer to address these challenges means working against years of deeply ingrained patterns.
The role of social emotional learning (SEL)
Social Emotional Learning (SEL) has become a cornerstone of early years education for good reason. SEL promotes the development of emotional intelligence, empathy, self-awareness and the ability to self-regulate. When SEL is embedded early in the education experience and children are guided to discuss their emotions, they are more engaged, more confident and more capable of navigating daily challenges.
Stephanie Bradley is an HLTA Teaching Assistant working in SEN and mainstream primary education. She has recently published a social story designed to support children’s emotional development. Have You Helped Someone Sparkle Today? is an interactive picture book for children ages 3 to 7.
Daily acts of kindness
One of the simplest yet most profound ways to promote mental and emotional wellbeing in young children is to foster kindness - daily, visible, consistent acts of it.
This isn’t about the grand gestures but the small ones: helping a friend tidy up, offering comfort to someone who is sad, saying ‘thank you’ or ‘well done.’
I’ve found that when kindness becomes a classroom norm, anxiety diminishes. Children begin to look out for each other. They feel safer, more valued, more included. And from that place of emotional safety, they are more willing to take learning risks, to participate, to grow.
Kindness, empathy and connection are not soft skills. They are essential life tools.
My experience already confirms that early emotional education changes lives. I’ve seen children who once cried every morning grow into confident classroom leaders. I’ve seen anxious children begin to open up when given safe ways to express themselves. And I’ve seen children with additional needs blossom when their feelings are acknowledged and respected.
Resolutions that stick for 2026
By Anna Houston
A little planning goes a long way. Set aside time each Sunday to reset so you feel calmer and more in control of the week ahead. Check the calendar, lay out uniforms and make a short to-do list. Pair it with a cup of tea, a podcast or a face mask, so it feels like self-care. Look at the bigger picture. Break your year into quarters and plan around family milestones. Avoid starting big projects in the busiest periods. Mapping goals to life’s rhythm makes them more achievable.
Double up on healthy habits
Healthy habits can make life more fun. Meet a friend for a walk and takeaway coffee instead of sitting in a café or catch up at the playground and do a few squats while pushing the children on the swing. Pair up with a friend to start a mini ‘cook-along club’ where you try a new healthy recipe each week or introduce a ‘vegetable of the week’ challenge. Pick a fruit or vegetable you don’t usually buy and find ways to add it to meals - it keeps healthy eating creative and fresh.
Greener living, simplified
Going green can feel overwhelming, so make one easy sustainable swap each quarter. If you commit to changing just four things throughout the year, by the end of it your life will have improved in four tangible ways. Last year we got a built-in water filter, swapped to an eco-friendly detergent, replaced plastic bottles with stainless steel ones and started growing herbs. They’re small changes but they’ve made our home feel more aligned with the way we want to live.
Anna Houston is a freelance writer specialising in parenting and women’s lifestyle
Regular exercise is a way to care for your body and lift your mood. Think ‘little and often’ rather than ‘all or nothing.’ Walk the school run, take the stairs or park somewhere that adds a fifteen minute walk to your destination. Consider a fold-away treadmill or exercise bike that you can use while replying to emails or watching a film. Twenty minutes of steady movement is far more realistic than a rigid gym routine - and it still counts.
Healthy living starts in your head, not your kitchen. Much of how we eat, move and care for ourselves depends on how we speak to ourselves. If your inner dialogue is self-critical, it’s time to change the script. Instead of focusing on what you shouldn’t eat, think about what will make you feel energised. Swap ‘I’ve ruined it’ for ‘I enjoyed that; now I’ll make my next choice a nourishing one.’ When you stop labelling food as ‘good’ or ‘bad’, you stop labelling yourself that way too and you build a healthier, more forgiving relationship with eating.
Life is busy and real conversation can easily go by the wayside. Eat together at least three evenings a week - no phones or screensand ask everyone to share the best and worst part of their day. It keeps family life connected. Although big days out are wonderful, small, consistent moments through the week are just as powerful. This includes time with your partner. My spouse and I hug for twenty seconds every morning. It’s simple but effective and helps us reset and start the day as a team.
January is full of big promises to ourselves - eat better, move more, stress less. But real growth comes from small, intentional steps that last. These ideas will help you build a calmer, healthier, more balanced life beyond the New Year.
Many of us reach for multivitamins without much thought but focusing on specific nutrients can make a difference - magnesium is worth attention. Supporting muscle recovery, hormone balance and deeper sleep, it can also help ease anxiety and improve focus. Low magnesium can show up in countless ways and many people are slightly deficient without realising. Restoring your levels can help you feel more balanced and energised. Everyone’s needs differ, so speak to a health professional if you’re unsure about changes.
Put a little money aside each month for school holidays so you can enjoy them with less financial stress. Many banking apps let you set up savings pots to stay organised. I have a ‘fun fund’ for my kids that covers days out, café trips and rainy-day activities. I also keep a small ‘pocket money’ pot for myself - guilt-free spending on things I truly want but would usually push to the bottom of the list. It’s a simple form of self-care that reminds me to look after myself too.
Time for fun Refresh your supplements
Set aside at least an hour each week for something that’s purely for you - a dance class, a puzzle, a walk with a podcast or a hobby you loved years ago. Treat fun as essential, not an afterthought; it recharges your patience and motivation for everything else.
Little routines make home life feel easier. Have a two-minute tidy-up to a song with the kids before bed or wear comfy ‘house shoes’ to signal it’s time to get things done. The aim isn’t a spotless house - it’s a calmer one. Each month, clear one area - a drawer, your handbag, the car boot or your finances. Sort your purse, redeem old vouchers, cancel unused subscriptions. Decluttering little by little helps you feel lighter and more in control.
Keep a notebook by your bed and write down three things you’re grateful for each night or morning. When life feels hard, it helps you notice the positives that might otherwise go unseen and shifts your focus from what’s missing to what’s working. Sometimes I just write three short sentences but it always makes me feel thankful for the life I have with my children and partner. It can also create moments of clarity about your goals, helping you see what’s genuinely important.
the day calmly
Create a short bedtime routine just for you. We put so much effort into helping our children wind down - bath, pyjamas, story, lights out - yet rarely give ourselves the same care. Turn off screens thirty minutes before bed, wash your face, light a candle and wind down with a book, journal or quiet meditation. These small signals tell your body it’s time to rest, creating better sleep, a calmer mind and a gentler end to each day. The school holiday savings pot
Best family-friendly festivals 2026
Compiled by Andrew Campbell
There’s endless fun for families to have at family-friendly festivals across the UK in 2026. Our selection of festivals below all offer a fusion of music, arts, entertainment and outdoor adventures.
Y Not Festival 30 July-2 Aug Pikehall, Derbyshire
Y Not Festival is a lively music festival which offers a familyfriendly experience with plenty of activities for children. Alongside its diverse music lineup, Y Not features a dedicated Kids’ Area with arts and crafts, workshops, games and circus skills. There are also funfair rides, storytelling and interactive performances to keep younger festival-goers entertained. Families can also benefit from a dedicated camping area for a quieter night’s rest. www.ynotfestival.com
DevaFest 6-9 August
Cholmondeley Castle, Cheshire
DevaFest goes all out for families, especially kids, offering unlimited free fairground rides, circus skills workshops, magic shows, puppet theatre, dedicated kids’ entertainment zones, interactive storytelling sessions, arts and crafts, face painting and themed parades. Additional highlights include family discos, character meet-and-greets and treasure hunts. With extensive outdoor play areas and a focus on safety, DevaFest provides a structured, engaging programme to keep children entertained. www.devafest.co.uk
Shindig Festival 21-24 May Charlton Park, Wiltshire
Shindig Festival is a familyfriendly event that blends music, dance and creative arts with a strong community vibe. The large kids’ area is packed with free activities from 9am to 5pm daily, including arts and crafts, circus skills, workshops, games and interactive performances. There are also family-friendly shows, plenty of space for children to play and explore and a packed programme of entertainment for all ages. www.shindigfestival.co.uk
The Green Man Festival 20-23 August
Bannau Brycheiniog National Park, Wales
This independent music, science and arts festival nestled in the Brecon Beacons boasts plenty of large and small music venues, plus comedy, film, literature, art, science and playful mischief across dedicated zones. The festival’s Little Folk area offers hands-on workshops, nature activities, science experiments, arts and crafts and interactive performances. There are family-friendly theatre shows, storytelling sessions and dedicated play spaces designed for various age groups. www.greenman.net
The Long Road Festival 27-30 August Stanford Hall, Leicestershire
A family-friendly celebration of country, Americana and roots music, fusing good time country music, U.S. inspired street food and great entertainment. Kids are entertained in a dedicated area with American camp style games, kids’ tractor racing, crafting and evenings spent around open campfires listening to country music under the stars. www.thelongroad.com
The BritFest 2-5 July Ashley Hall, Altrincham, Cheshire
Designed with families in mind, activities include arts and crafts, face painting, an outdoor minicinema and classic funfair rides. There’s also plenty of live music and entertainment suitable for all ages, plus options for camping or glamping for a full weekend adventure. www.thebritfest.co.uk
The Great Estate Festival 29-31 May Scorrier Estate, Redruth, Cornwall
Known for its eclectic mix of music, art, theatre and adventure. Families will find a wealth of activities for children, including circus workshops, storytelling, arts and crafts, vintage fairground rides and interactive performances. The festival’s beautiful grounds host woodland trails, secret gardens and quirky entertainment, providing plenty of space for kids to explore and play. It’s a vibrant, welcoming festival perfect for all ages. www.greatestatefestival.co.uk
Camper Calling 28-30 August Ragley Hall, Alcester, Warwickshire
Camper Calling is a true family festival for children of all ages. Kids can dive into creative workshops, music sessions and hands-on arts and crafts. There’s a dedicated Kids Stage, circus skills, woodland walks and adventures. The festival’s safe, friendly atmosphere means families can relax and enjoy live music while little ones explore, learn and play. Adults can enjoy an eclectic music lineup with acoustic sets and emerging talents. www.campercalling.com