Melissa Chan-Green

Well, Nancy, I was lucky enough to be at one of those sessions that you did with teachers and I was interested because when you took the stage, you said, I've got tears in my eyes being here and I wanted to ask why you felt that way.

Well, and helping children across a wide spectrum of ability too, because that was the message that came through really clearly for me, that you are there advocating for children of all abilities.

And you've come up with this ladder of reading and writing.

which shows that there is a continuum of ease.

So some children find it easier than others.

As a parent, how do you know where your child sits on that continuum?

And with your experience, because you've worked with so many schools and teachers internationally,

Teachers have the very best intentions and knowledge seeking through work with you, but what role does a parent play in having to advocate for their child if they are in an area where they're going to need some extra support?

Because often it can be different, right?

Like a child can get through the day, they can cope with their emotions at school, and then they get home and it explodes.

And that's not always what the teacher will see.

Yeah.

It was interesting what you were saying there about different children within a family.

Because I know in my own experience, sometimes with my older child, something that goes right, I think, oh, this is down to my parenting.

And then with the second child, they're often different in ways.

And you think, oh, hang on a minute, I'm doing exactly the same thing.

And we're getting a different outcome here.

So...

Does that indicate that your environment can be the same and there are sometimes these within children factors or within child factors that are going to be there no matter what you're trying to do at home?

We'll get to some of those.