Every opportunity begins with participation: Ensuring education reform works for every child

Long Covid Kids responds to the Government's plans to expand technical education pathways, skills training and employer engagement, and explains why meaningful participation in education is the foundation of opportunity for every child.

The Government's plans to strengthen technical education and create clearer pathways into skilled employment are a welcome step towards broadening opportunities for young people.

Recognising that there should be multiple routes to success reflects an important principle: every young person deserves the opportunity to develop their talents, build confidence and prepare for adult life in a way that reflects their strengths, interests and aspirations.

At Long Covid Kids, we welcome that ambition.

Alongside these important reforms, there is another conversation that deserves equal attention.

For thousands of children and young people living with Long Covid and other overlapping prolonged, fluctuating and energy-limiting illnesses, the challenge is not choosing between academic or technical education.

It is having an equitable opportunity to participate meaningfully in education itself.

When we think about preparing young people for employment, it's easy to focus on qualifications, skills, work experience and career pathways. All of these things matter.

But they depend on something even more fundamental: every child having an equitable opportunity to participate meaningfully in education.

For children living with Long Covid and other overlapping prolonged, fluctuating and energy-limiting illnesses, meaningful participation in education cannot be taken for granted. Too often, fluctuating health—not a lack of aspiration or ability—limits opportunities to learn, connect with peers and fully experience childhood.

Participation is the bridge between education and opportunity.

It is through participation that children learn, develop confidence, build relationships, discover their strengths and begin to imagine the futures they want for themselves.

Childhood is happening now

Children are not simply adults in waiting. They are growing, learning and developing every day. Education is about far more than gaining qualifications. It is where children build confidence, form friendships, discover their interests and begin to understand who they are.

For many children living with Long Covid and other overlapping prolonged, fluctuating and energy-limiting illnesses, that participation cannot be taken for granted.

Some experience interrupted education because their symptoms fluctuate unpredictably. Others rely on flexible timetables, hybrid learning or periods of education at home. Many use every ounce of energy simply attending school, leaving little left for friendships, social activities, hobbies or family life.

These children are no less ambitious than their peers. Their challenge is that education systems do not always recognise or accommodate fluctuating health, despite participation being fundamental to children's learning, development and future opportunities.

When meaningful participation is disrupted, the impact extends far beyond missed lessons. It can affect confidence, independence, relationships, identity and future opportunities during one of the most important periods of development.

This is why participation matters so deeply.

Not simply because it leads to qualifications.

Because it helps children grow.

Building inclusion into opportunity

The Government's reforms offer an opportunity to think differently about what an inclusive education system looks like. An inclusive system recognises that children will not all participate in the same way.

Some will need flexibility.

Some will need reasonable adjustments.

Some will need learning to move between school, home and healthcare as their health fluctuates.

Many will benefit from stronger collaboration between education, health services and families, ensuring support reflects the realities of living with a fluctuating condition rather than expecting every child to fit a single model of attendance.

By designing flexibility into educational pathways from the outset, we can ensure more young people are able to participate meaningfully, opening the door to the wider opportunities these reforms are intended to create.

Working together

Creating opportunity for young people is a shared responsibility.

It requires collaboration between government, educators, health professionals, employers, local authorities, charities, families and young people themselves.

Long Covid Kids looks forward to continuing to work alongside government, educators, clinicians and partners, bringing the experiences of children, young people and families living with Long Covid and other overlapping illnesses into the conversation as these reforms develop.

Together, we have an opportunity to build an education system that recognises different journeys, values meaningful participation and enables every young person to thrive.

Because opportunity doesn't begin with employment.

It begins with participation.

And every child deserves the opportunity to participate.

Sammie McFarland, Founder and CEO of Long Covid Kids, said:

"We warmly welcome the Government's ambition to broaden educational opportunities and recognise that there should be multiple pathways to success. Every young person deserves the chance to develop their talents and prepare for adult life.

For many children living with Long Covid and other overlapping prolonged, fluctuating and energy-limiting illnesses, the greatest barrier isn't aspiration or ability. It's having an equitable opportunity to participate meaningfully in education. Participation is the bridge between education and opportunity.

Before we can talk about future pathways, we must first ensure every child has the opportunity to participate in learning, school life and the experiences that make up childhood.

By working together across education, health and the voluntary sector, we have an opportunity to build a more inclusive education system—one that recognises different journeys, values meaningful participation and enables every child and young person not only to learn, but to develop, thrive and fully participate in childhood."