My name is Peter, and I'm an AuDHD adult with Dyspraxia. During my youth, I was failed by the education system in nearly every conceivable way, and as such developed what is now referred to as "Emotionally Based School Avoidance". Unlike a lot of parents now pursued by authorities with threats of fines and social services involvement, I was left, alone, unable to attend school, in a near constant state of overwhelm and burnout. My family were never informed about Section 19 of the Education Act 1996. This law mandates the provision of education by the Local Authority if a child is unable to attend school. It never came up. Not from the schools I attended, mental health professionals, nor any other source. As such, I was left without direction, and never able to achieve my full potential. By neither funding nor obligating Local Authorities to follow the law, successive governments have thereby broken the law. Section 19 could have been a lifeline for me, and tens of thousands, if not more, neurodivergent children failed by the Education system since 1996. This issue is increasingly important for parents of children receiving or awaiting SEND provisions, as many Neurodivergent children, and children with learning differences burn out and face the consequences of Complex-PTSD as a result of their needs not being met, and facing sensory, social, emotional and information overload in a school environment. I see the stories about children and parents either struggling to acquire, or receiving insufficient SEND provisions, and children and parents being blamed when a child is so emotionally overwhelmed they cannot attend school. Threats of fines, and social services involvement and worse pursue them. By making the government honour Section 19 of the Education Act 1996, I hope to see to it that no neurodivergent or learning different child suffers the same as I did in my youth. I am in the process of starting a petition on the gov.uk website to bring Local Authorities and the Government to account. 

Dear current patrons, past patrons, and future patrons of Arts and Social Sciences Library (ASSL) at Cardiff University. On Friday 15th of May, library staff of the ASSL were informed by University Library Service (ULS) that Cardiff University Estates (CUE) are planning to repurpose the 2nd floor of ASSL from its current form of housing our fantastic collection of books and study spaces to 4 teaching rooms (holding approx. 160 students) at the end of the academic term (mid June 2026) What this means– • Removal of 7km of books including subjects such as Philosophy, Ethics, Religion, Archeology, History, Music, Fine Arts, Language, Literature, and our invaluable collections of Salisbury, Welsh and Celtic literature. • Removal of vital study space • Removal of useful resources for current students, future students, and the general public. We believe this is a monumental loss of high quality library and study space on the Cardiff University campus which will not be replaced or replicated in any site that ULS currently run. The ASSL is not an underutilised resource, the library is constantly busy, and student feedback tells us a floor dedicated to silent learning is highly valuable to them. In the past 5 years Cardiff University has closed 3 libraries on the main campus and amalgamated their collections into ASSL, and it now looks like not even the busiest and best resourced library on the campus can be kept solely as a library. As with other past libraries that have been repurposed into space which is either not accessible to students 24/7 or not an environment conductive to studying, this is purpose built study spaces that has been lost and not returned. ASSL staff have battled for years for funds to refurbish and modernise floors of the building, and after winning that battle in 2024 with new carpets, desks, and lighting installed, Cardiff University are now planning to have this work ripped out.  Polling of students has consistently told ULS and Cardiff University students prefer a mix of physical and digital books over digital only. Collections held in ASSL once removed will not return to a site to be accessed 24/7, may just be held in storage to be ordered for pickup, or worst disposed of entirely. All our collections are weeded and updated constantly, meaning our stock is in date and useful to all courses Cardiff University supplies. Nobody has asked lecturers if the removal of course material could be to the detriment of their teaching syllabuses. And finally, a removal of a floor from the main central library on campus will potentially bring job losses of hardworking and tireless champions of learning. Librarians, subject librarians, and support staff will not be needed to maintain a whole floor that is to be lost to teaching space. We love our jobs supporting students and the public that come in to learn, it’s what we live to do, and when we are gone (like the books and the study space) we will not be replaced. We ask Cardiff University to stop the removal of ASSL’s second floor book collections and study space, and to step in and stop this learning and cultural vandalism.  --- Annwyl noddwyr cyfredol, preswylwyr blaenorol, a noddwyryn y dyfodol Llyfrgell y Celfyddydau a'r Gwyddorau Cymdeithasol (ASSL) ym Mhrifysgol Caerdydd. Ar ddydd Gwener 17eg o Fai, rhoddwyd gwybod i staff llyfrgell ASSL gan Wasanaeth Llyfrgell y Brifysgol (ULS) fod Ystadau Prifysgol Caerdydd (CUE) yn cynllunio ail-ddefnyddio llawr 2 o ASSL o'r ffurf bresennol (sy'n cynnal ein casgliad gwych o lyfrau) fel mannau astudio i 4 ystafell ddosbarth (yn dal tua 160 o fyfyrwyr) ar ddiwedd y tymor academaidd (canol Mehefin 2026). Beth mae hyn yn ei olygu– • Tynnu 7km o lyfrau yn cynnwys pynciau fel Athroniaeth, Moeseg, Crefydd, Archaeoleg, Hanes, Cerddoriaeth, Celfyddydau, Iaith, Llenyddiaeth, a'n casgliadau amhrisiadwy o lenyddiaeth Gymraeg a Celtaid, sef y casgliad ‘Salisbury’.  • Tynnu mannau astudio hanfodol. • Tynnu adnoddau defnyddiol ar gyfer myfyrwyr presennol, myfyrwyr yn y dyfodol, a'r cyhoedd yn gyffredinol. Credwn mai colled aruthrol yw hon o gyfleoedd llyfrgell a gofod astudio o ansawdd uchel ar gampws Prifysgol Caerdydd na fydd yn cael ei ddisodli na'i ailadrodd yn unrhyw safle y mae ULS yn ei redeg ar hyn o bryd. Mae'r llyfrgell yn brysur yn gyson, ac mae adborth myfyrwyr yn dweud wrthym fod llawr wedi'i neilltuo i ddysgu tawel yn werthfawr iawn iddynt.  Yn y 5 mlynedd diwethaf, mae Prifysgol Caerdydd wedi cau 3 llyfrgell ar y prif gampws ac wedi cyfuno eu casgliadau i'r ASSL, ac yn awr mae'n edrych fel na all hyd yn oed y llyfrgell fwyaf prysur a'r un sydd â'r adnoddau gorau ar y gampws gael ei chadw'n unig fel llyfrgell. Fel gyda llyfrgelloedd eraill yn y gorffennol a gafodd eu hailddefnyddio yn ofod nad yw'n hygyrch i fyfyrwyr 24/7 neu nad yw'n amgylchedd addas ar gyfer astudio, collwyd y mannau astudio pwrpasol hyn ac ni chafodd eu dychwelyd. Mae gweithwyr ASSL wedi brwydro ers blynyddoedd am gyllid i adnewyddu a moderneiddio lloriau'r adeilad, ac ar ôl ennill y frwydr honno ym 2024 gyda charpedau, desgiau, a goleuadau newydd wedi'u gosod, mae Prifysgol Caerdydd yn bwriadu cael y gwaith hwn i'w dynnu i ffwrdd.  Mae arolygon o fyfyrwyr yn gyson wedi dweud wrth ULS a myfyrwyr Prifysgol Caerdydd eu bod yn well ganddynt gyfuniad o lyfrau corfforol a digidol na dim ond digidol. Nid yw casgliadau sydd wedi'u cadw yn ASSL unwaith y byddant wedi'u symud yn ôl i safle i gael mynediad 24/7, efallai y caiff eu cadw mewn storfa i'w harchebu ar gyfer casglu, neu yn waeth, eu gwaredu yn llwyr. Mae ein holl gasgliadau yn cael eu gwahanu a'u diweddaru yn barhaus, sy'n golygu bod ein stoc yn ddiweddar ac yn ddefnyddiol i'r holl gyrsiau mae Prifysgol Caerdydd yn eu darparu. Nid oes neb wedi gofyn i ddarlithwyr a allai symud deunydd cwrs fod o niwed i'u hastudiaethau dysgu. Ac yn olaf, bydd dileu llawr o’r  brif lyfrgell ganolog ar y campws yn bosibl yn arwain at golled swyddi i bobl sydd yn brwydro’n, di-flino dros addysg. Ni fydd angen llyfrgellwyr, llyfrgellwyr pwnc, a staff cymorth i gynnal llawr cyfan sydd i gael ei golli i ofod addysgu. Rydym wrth ein bodd â'n swyddi o gefnogi myfyrwyr a'r cyhoedd sydd yn dod i ddysgu, dyna'r peth rydym yn byw dros ei wneud, a pan fyddwn ni wedi mynd (fel y llyfrau a'r gofod astudio) ni chaiff ein disodli. Gofynnwn i Brifysgol Caerdydd atal tynnu casgliadau llyfrau a gofod astudio llawr ail ASSL, ac i ymyrryd ac atal y diflastod hwn ar ddysgu a diwylliant.

I am Head Teacher of Broomhill Junior School and I want to overturn the decision by the Local Authority to demolish two of our classrooms. I want to keep them and develop an Enhanced Provision Unit to support children with Special Needs. I have been at the school as a Senior Leader for over 32 years. I have lived and breathed the school in this time. I am a Head Teacher who is part of the community and who is trusted by the community. I know what the community needs because I listen to people's views, thoughts and opinions. I am not prepared to just accept this decision. I have always led the school with a strong moral purpose and done what is right for the children. The decision to demolish is wrong and will have a negative impact on many future generations of children at Broomhill.

Free School Meals for All would ensure every child in primary school gets a hot, healthy and balanced dinner at school every day. Only 2% of packed lunches provide the nutrition primary school pupils need to learn. For busy parents and carers, this would mean one less thing to worry about and more free time to spend with their kids. London has already made the extension of Free School Meals permanent for all. So too has Wales, and Scotland for children up to age 10. Now’s the time for the rest of England to follow suit. We’ll only get there by building pressure on local MPs to stand up for children in every town and city. We’re asking every MP in Birmingham to back Free School Meals for All.

We are Cameroonians and proud members of the Chevening and Commonwealth alumni community — programmes that represent some of the United Kingdom’s most powerful commitments to global education, leadership, and partnership. For decades, the opportunity to study in the UK has transformed the lives of many Cameroonians. These opportunities do not only benefit individuals; they help build institutions, strengthen governance, and support development back in Cameroon. Above 95% of Cameroonians who studied in the UK returned to contribute meaningfully to their country and communities, with others moving on to become strategic thought leaders across the African continent. Today, we see the impact of that investment across different sectors. thought leaders in the non-profit sector, academics, engineers, and public servants who studied in the UK are helping shape Cameroon’s development. For example, Cameroon’s current Prime Minister, Chief Dr Dion Ngute, and respected academic Professor Nkeng Elambo are among those who benefited from UK scholarship programmes. Across the country, many of the Chevening and Commonwealth Alumni are leading initiatives that are directly impacting the socio-economic and political life of the country. This has been thanks to the quality education acquired in the UK. This is why the recent decision to place a temporary brake on study visas for Cameroon is deeply concerning. It risks shutting the door on a new generation of talented young Cameroonians who aspire to gain quality education and return home to contribute to their country. Most Cameroonian students applying to study in the UK are genuine students. They invest years preparing for these opportunities. Punishing an entire nation because of isolated cases is unfair and risks damaging a long-standing relationship built on education, partnership, and mutual respect. If this decision remains in place, many talented young people will lose the opportunity to access world-class education. Cameroon could lose future leaders, innovators, and professionals who would otherwise contribute to development at home and strengthen ties between the UK and Africa. As a group of Chevening and Commonwealth Alumni who have seen firsthand the transformative power of UK education, we believe strongly that access to education should not be restricted in ways that undermine fairness, opportunity, and global development. That is why we are asking the UK Government to reconsider this decision and restore fair access to study opportunities for Cameroonian students.

Following the recent email from Launceston College about automatic after-school detention for students triaged in the last period, I am starting this petition because this decision is simply not acceptable. This policy doesn’t just affect students — it disrupts whole families. Many children rely on school buses. Many parents work fixed hours. Detaining a child after school without properly considering how they get home is not a small issue — it creates real problems. This change appears to have been introduced without asking parents. Decisions that affect transport and end-of-day arrangements should not be imposed without proper consultation. For neurodivergent children especially, sudden changes to routine can cause genuine distress. Discipline should not create unnecessary anxiety or chaos for families. We are asking the College to pause this decision and work with parents to find a fair and workable alternative. Families deserve to be heard.

Hinduism is the oldest religion in the planet. Hindu children feel highly demoralized and feel inferior to others when their religion is dropped out. Other religion kids bully them due to this discriminatory drop out. Many unique features like reincarnation, conciousness etc which are topics of research will come into light if Hindu religion basics is introduced, as these are present only in this religion 

Over 5 million people have been affected by the misselling of Plan 2 Student Loans, and should be treated as victims of a massive scandal. Many are accepting loans which the government acknowledges are unlikely to be paid off in full - primarily impacting the working and middle classes. Not only is this a scandalous issue of misselling, but it is also deeply rooted in class-divide and elitist concentrations of power.

National Certificate classes help establish a strong educational base for many students at City of Glasgow College.  These classes provide a great opportunity for students to progress and help students who may have faced hardship whilst at school for example, students that are care experienced or could not complete standard education due to family hardship or disability to go into further education e.g HNC, HND, And university.  If City Of Glasgow College continues, and removes all NC academic courses they will be contributing to the socio-economic gap in education in Scotland, we as students must use our voices and stand up for equal opportunity in education.  Please sign to save NC courses at COGC. 

We train to save lives. But childcare cuts push us out. Thousands of NHS student nurses are leaving because they can’t afford childcare. This isn’t just unfair—it’s a threat to the future of the NHS. 👉 Sign & Share to demand change: To Whom It May Concern, I am writing to urgently request a review and substantial increase in childcare support available to nursing students. The current system is not only inadequate but is actively contributing to the ongoing workforce crisis by forcing capable, committed students out of training due to financial and practical childcare barriers. Childcare has been repeatedly identified as a major cause of withdrawal from nursing programmes. Recent reporting from The Independent highlights that “thousands of student nurses and midwives drop out or don’t train due to exclusion from free childcare schemes”. This is one of the clearest indicators to date that childcare inaccessibility is directly driving attrition within the profession. The Royal College of Nursing’s 2025 attrition research reinforces this, identifying several structural factors that disproportionately affect mature students — who make up a significant proportion of nursing cohorts. These include: • ​Long, inflexible placement hours • ​Lack of access to funded childcare • ​High childcare costs compared to student income • ​Unpredictable shift patterns • ​Limited family support, particularly for lone parents National attrition rates for nursing students currently sit between 21–25%, and childcare is consistently cited as one of the top financial and practical reasons for leaving.  The scale of the issue is undeniable: thousands of potential nurses are lost each year because the system fails to accommodate the realities of student parents. The inequity within current childcare policy is stark. For example: • ​Children aged nine months and older receive 30 funded hours only if both parents are in paid employment. Student nurses — despite working full-time hours on unpaid clinical placement — are excluded from this entitlement, even when they have a working partner. • ​Many students are deemed ineligible for the childcare grant due to household income thresholds that fail to reflect the true cost of nursery and wraparound care. • ​Students claiming Universal Credit cannot access the 85% childcare support available to working parents, as they are categorised as “non-working” despite undertaking mandatory full-time placements. • ​Even those who do receive the childcare grant often receive as little as £400 per year, an amount that does not cover even a single month of childcare for one child. • ​Previously, student parents could combine tax-free childcare (20% government contribution) with funded hours, but this support has been removed, leaving families significantly worse off. These policies create an impossible situation. Nursing students are expected to complete long, unpaid placement hours, often leaving full-time employment to do so, while simultaneously being denied the childcare support afforded to working parents.  Many attempt to work part-time alongside their degree out of sheer necessity, but this is neither sustainable nor safe — academically, financially, or in terms of wellbeing. In many cases, it is simply not feasible, particularly when employers cannot accommodate the unpredictable and inflexible nature of placement scheduling. The result is predictable and deeply damaging: students with children are being pushed out of training, not because they lack ability or commitment, but because the system is structurally incompatible with parenthood. This loss of future nurses directly undermines efforts to address national staffing shortages and compromises the long-term stability of the NHS workforce. I am therefore requesting that childcare support for nursing students be urgently reviewed and expanded. This should include, but not be limited to: • ​Eligibility for funded childcare hours equivalent to those available to working parents • ​A realistic and meaningful childcare grant that reflects actual childcare costs • ​Access to Universal Credit childcare support for students undertaking mandatory placements • ​Restoration of tax-free childcare eligibility • ​A national commitment to ensuring that no student is forced to withdraw from training due to childcare barriers Supporting student parents is not an optional enhancement — it is an essential investment in the future of the nursing profession. Without decisive action, the current system will continue to exclude those who are already balancing extraordinary responsibilities in order to serve the public. I urge you to address this issue with the seriousness it demands. Respectfully,  Matthew Jewitt Class Representative Speaking on behalf of the Practice‑Based Nursing Students University of Central Lancashire #CareForCarers #ChildcareForNHSStudents #SupportFutureNHS

From our research and surveys, we have noticed that many girls feel unsafe walking alone, especially in the dark, and also many have been catcalled. we want awareness to be raised on the impacts of catcalling and what we can do to tackle this universal problem.

We believe this proposal is unfair and discriminatory. It goes against the principles of fairness set out in the School Admissions Code (2021), which requires admissions to be reasonable, clear, objective, and procedurally fair. It may also breach the Equality Act 2010, as it disadvantages certain groups within the Binfield and Warfield communities. Every child deserves a fair chance to attend their local secondary school. Take Action Please sign and share this petition to help protect fair access to Kings Academy Binfield for all local families. If you haven’t already, send your consultation response by 24 November 2025 to: [email protected] Together, we can make sure local schools remain for local children.