Flourishing Learning Network
Why Flourishing exists
Different children thrive in different environments. We’re here to widen the ways children can learn, connect and flourish.
Flourishing exists to demonstrate that children and young people can be capable, curious and engaged learners when the environment and opportunities are right for them. Rather than requiring every child to fit one way of learning, we want to create, connect and champion more opportunities to explore, participate and discover what they can do.
For some children and young people, the world can gradually become smaller. School feels harder, friendships reduce and opportunities to take part begin to disappear.
Looking beneath the surface
Withdrawal, distress, anger or avoidance may be the tip of the iceberg. Underneath may be anxiety, sensory overwhelm, unmet needs, difficult experiences or a loss of confidence.
We begin with curiosity: what is making this difficult? What helps this child feel comfortable? Where do they already experience success or connection?
Making space around the child
Families and schools can both be under pressure. We want to work constructively alongside them, creating space to understand, reconnect and try something different.
Confidence, success and supported challenge
Re-engaging with learning begins with recognising strengths and abilities, experiencing success and building the confidence to try something a little beyond a child’s comfort zone, in a safe and supportive space.
High expectations, high support
We believe in what children and young people can achieve. We offer encouragement, choice and support so they can take manageable steps towards new experiences and greater independence, at a pace that feels right for them.
Small steps towards independence
In a small American study published in 2024, Camilo Ortiz and Matthew Fastman worked with four families whose children experienced anxiety. Children chose enjoyable, developmentally challenging activities to undertake without parental help. The researchers reported reductions in anxiety and avoidance during the intervention. These promising early findings need testing in larger studies; they do not establish that the approach improves school attendance.
This research informs our interest in achievable independence and a growing sense of “I can”. At Flourishing, opportunities begin with each child’s interests, readiness and support needs.
Read the study: Ortiz & Fastman (2024) →
A novel independence intervention to treat child anxiety: A nonconcurrent multiple baseline evaluation. Journal of Anxiety Disorders, 105, 102893.
Widening worlds
A shared interest, a practical skill, time outdoors or an adult who notices a strength can create another possibility. Our guiding question is: Is this child or young person’s world getting bigger?