Page 48 - Education Supplement February 2026

EDITORIAL

The gap between

how children learn

and how schools are

structured

ost parents, and most educators, don’t begin by For many children, the issue is not ability or motivation.
questioning the education system. It is the gap between how they actually learn and how
MThere is an assumption that if something isn’t schools are structured to teach.
working, it will be noticed. That concerns will be raised
clearly. That support will follow in a way that makes “Children aren’t failing to learn,” says Nicola Killops, who
sense. Often, what happens instead is quieter and more co-founded Breaking All Barriers with behavioural analyst
confusing, for families and for schools alike. Kate La Trobe. “They’re often working incredibly hard
to adapt to environments that don’t reflect how they
A child who once seemed settled begins to resist process, regulate, or make sense of the world.”
school. Homework takes longer than expected. Mornings
become tense. Reports mention focus, effort, behaviour, Children are not uniform learners. They differ in how they
or inconsistency, but never quite explain what sits process information, how quickly they respond, how they
underneath. Parents are reassured that this is normal, or regulate themselves, and how much cognitive effort
temporary, or something children simply need to push everyday tasks require. Some think deeply but slowly.
through. Teachers, meanwhile, are working with limited Some cope well until the cumulative load becomes too
information, tight structures, and growing demands. heavy. Some manage at school and unravel at home.
Others hold themselves together through sheer effort
And yet, something feels off. that no mark ever reflects.

Education | February 2026 | 46