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Troubles at School or “why don’t I fit?”

We shouldn’t ask “What does a person need to be able to do in order to fit into the existing social order today?”
Instead we should ask “what lives in each human being and what can be developed in him or her?” – Rudolf Steiner

Over the last five to ten years the number of children I treat who have issues with school has increased enormously and I think there are a wide range of reasons for this.

It’s such a big problem that I decided I needed to blog my thoughts about the possible reasons. Some of this may be a little esoteric, but experience and a good reaction to remedies tells me that my intuition on these things is usually correct.

Some background – BCE (before childcare early learning programs!)

When I was a child (in the dark ages!) we started school at five years old and we learned our ABCs and numbers in between play. We didn’t go to playgroup and there weren’t such things as child care centres in those days. Mums usually stayed at home and we made our own fun. Drawing, Lego (yes we had it in the dark ages!), dress ups, building cubbies and making dolls house furniture from match boxes and so on. I learned to cook, to knit, to sew, to iron and to read at home with my mum. I walked in muddy puddles and fished for tadpoles in the local creek. All of this balanced my inquisitive and investigative mind which started me off looking at Roman Britain and the Egyptians at about six years old and reading biographies of famous people at nine.

Basically we learned about life at home and through play and when we went to school we were ready for it and it wasn’t a drama. We didn’t have lots to do after school except play with our friends or maybe ballet for the girls and soccer for the boys. It was a little sexist  from today’s perspective but we still chose the direction we wanted to take in life regardless of any stereotyping.

These days it appears that early learning is the buzz word and parents want to get their children into the best child care centres so they get the best start on learning. We have a whole structure of learning which starts almost from birth and usually involves high levels of technology. Parents worry that their child won’t be at the same level as other children and so kids are pushed – gently – to achieve and succeed.

Don’t get me wrong . . . we all need to interact with our technological age and children these days are pretty bright and parents want to stimulate them. And of course we all want our children to succeed but at what price?

Over simulation seems to be a big part of the problem. A lot of children are so sensitive that this early stimulation rather than helping them cope with life seems to put them into a state of chronic anxiety or hyperactivity. In some, the need to get it right from a very young age, a feeling of being pressured and having to achieve are a huge weight on a child which can result in anxiety, problems at school, sleep issues, challenging behaviour and bed wetting.

Rudolph Steiner says that up to seven years old children should nurture their imagination, learning through play, music, movement, nature and colour, learning at their own pace and in their own way.

Here’s what says:

Steiner education enhances, enriches and supports the developmental phases of childhood. Dr Steiner referred particularly to three essential phases — each of approximately seven years duration. In each of these phases, important faculties are being developed, different growth forces are operating and the child learns in correspondingly different ways. To provide meaningful support for the child in the journey from infancy to adulthood, curriculum and methodology is based on a deep comprehension of these phases. The aim of Steiner education is to help young people develop lifelong attributes, skills, knowledge, values and characteristics to enable them to be free individuals with purpose and meaning in their lives.

The primary years are the optimal time for nurturing imagination. Steiner stated, ‘this vital picture-making capacity…gives life and insight to logical and conceptual thinking’. Curriculum content, cognitive development and skill building are approached through pictorial and imaginative presentation, embodying narrative, creative writing, visual arts, music, drama and movement.

Developing imaginative capacities enables students to engage with academic material and forms the foundation for future creativity, problem solving and innovation. Timing of curriculum content and lessons is matched to child developmental and emotional needs. Teaching all subjects through an arts based curriculum develops the capacity to appreciate beauty in the world.

I’m no expert on Steiner education, although my son went to a Steiner school for four years, so I have direct experience of the way children learn through this system. It may not suit every child and every family, but certainly families who choose Steiner do have an understanding of how vitally important the needs of a child are in their first seven years.

I have seen how these children enter into school and, with very few exceptions, flourish, coming out at the end well developed individuals with a huge level of maturity and great conceptual thinking. Note also that the child develops at their own rate, they do not compete and there are many life transitions which are celebrated with the whole class.

Home schoolers are often the same. They really ‘find’ themselves and they find what they want to do, they nurture unique skills, have a great interaction with society and great confidence. They are just comfortable with themselves and usually go on to lead very fruitful lives. I’ve also noticed that most of them are really chilled!

On the other hand in mainstream schooling we have a lot of children who don’t seem to fit. They may have some kind of anxiety disorder or perhaps are diagnosed with ADHD because they can’t concentrate or sit still, or are diagnosed as being somewhere on the Autism Spectrum – which is a huge range – when the boxes are ticked on a form.

So my question is not whether the child fits the schooling system but whether the schooling system fits the child.

Are our schools really engaging the changing needs of our children or are our children being crushed into the system or labelled dysfunctional if they don’t fit?

Here are some of the underlying issues I consider a cause of problems at school, and remember I’m not a teacher but viewing this from the perspective of a practitioner and also a parent:


The more we vaccinate the more it would seem the health of children is compromised and this is based on clinical experience! We need to think about the mercury and now aluminium which is included in vaccines and has an impact on mental and neurological development. We send a vaccine damaged child off to school and expect them to fit in somewhere with perhaps a special program or a carer.

These children are physically and emotionally challenged by life already. An unaware parent will often go along with the system and may not even realise there are other options for helping their child lead a more balanced life. Diet is often a huge problem for these children and only aggravates their situation, while drugging (see below) can also exacerbate the problem.

The other thing about vaccination from a spiritual perspective is that it blows out the base chakra. This means the child has no grounding and no ability to survive in our civilisation (survival is the base chakra lesson) and this makes them anxious, restless and often unable to concentrate. Autism can be the result of a child shutting down to protect themselves and their organs as a result of heavy metal toxicity. Heavy metals may be secreted away in the tissue to avoid build up in vital organs because the system is unable to chelate (release) them naturally. Allergies are also a way of expressing lack of incarnation into the world and a lack of grounding.

Evolved & Enlightened Beings

As our society progresses spiritually, some children are incarnating as highly evolved or even enlightened beings. They have come to teach us and they often have to bide their time until this is recognised. This isn’t going to happen in the mainstream school system and so these bright and sensitive beings are moulded into a system they have no concept of and have probably left behind lifetimes ago! Our children are often more evolved than we are but accepting that can sometimes be tough.

And back to vaccines, if your base chakra is blown out by these early vaccinations, you are unable to undertake the work you incarnated to do and so can have a tendency to, again, lack of connection and concentration, anxiety, lack of direction and perhaps gravitating towards drugs to calm the sense of over stimulation and as a way of hiding from the world.


With more and more children being diagnosed with a huge range of ASD presentations, it seems likely that in the future there will need to be schools dedicated to these children. Again the system needs to fit the child, not the child the system and unfortunately the system views these children as damaged rather than having unique skills and interests in many cases.


Because of diagnoses like Autism and ADHD, medicating the child has become more and more common, but this isn’t always successful. These children may have good days and bad days and we are not yet sure of the long term effects of these drugs, which often lead to more problems later on.


Anxiety can cause major problems with the way children socialise and it is so common to hear children say nobody likes them or they have no friends, which can be heartbreaking for a parent. In the children who are not given a label this can be due to lack of self-confidence, over sensitivity on many levels and/or no base chakra so no ability to survive in those early years when we learn to socialise. This can also be an inherited tendency from a parent or grandparent, so a family trait, and the cycle needs to be broken.

Why don’t they fit in?

All of these children are special, all of these children have unique skills and interests, many of these children are incredibly bright, but filling them full of information doesn’t necessarily increase their confidence or reduce their anxiety.

Many of them worry so much about doing the right thing, getting in trouble, or writing or reading perfectly. A lot of them won’t even try something because they fear they won’t get it right first time, leading to bad behaviour or excessive clinginess. These children can seem so difficult to handle and can impact the family dynamic. Seeing the school psych can sometimes make the problem worse as they can feel they are being judged as imperfect.

Sometimes these issues are down to a family separation or a death while in utero or perhaps a loss experienced by one of the parents even before conception. Often we see these issues in a balanced and happy family but when we look back into the family we can see there have been problems with a parent or even grandparent – a grief, anxiety, bullying, separated parents, etc.

What can you do?

Certainly in cases of vaccine damage or drugging, nutrition, gut support and nutritional detoxing are helpful but very often not sufficient to bring about major change.

From a homeopathic perspective vaccination detoxing, heavy metal detoxing, organ and gut support and balancing the system are very helpful and can bring relief to restlessness, behavioural issues and bed wetting, for instance. These homeopathic protocols often are more effective and work more quickly than nutritional/supplemental protocols, although the two go hand in hand.

I do find a multi-modality approach with other practitioners is sometimes required but many parents comment on the noticeable changes that homeopathy can bring about particularly through the detoxing protocols.

Homeopathy is one of the best modalities to address anxiety and other mental/emotional issues in small children because it’s gentle, deep acting and easy to take. Children with autism can take time to shift, as many parents know, but there are definitely benefits and for some they can be dramatic. Homeopathy brings about deep change.

The consultation looks at the individual child and not their label, which means we look at the whole child, their likes and dislikes, quirky behaviours, family situation and even parents’ family situation to find the remedy that brings them back to balance. Using hair analysis we look at heavy metal loads and mineral imbalances, and we can address these with remedies and gut and nutritional support.

I find the WyldChyld Essences really useful as a support mechanism and letting the child select their own Essence often brings a lot of insight into a case. Sometimes getting a bit esoteric with a case which looks straightforward can help us help these sensitive and special little people. But whichever route we choose, the outcome should be the same with good homeopathic prescribing.

What about the spiritual side?

Again, working with energy, which is the essence of homeopathy, allows us to address all levels. We don’t need to know what or where the issue is in the system, but rather we build up a comprehensive picture of this unique individual and find a remedy which matches this energy. Past life issues, lack of incarnation, karma, can all be related to a remedy or an energy and there are many remedies to address all of these situations.

Time and consistency are really the main factors in treatment. It can be a slow and ploddy process, but persistence can and does pay off!


My footnote would be that in my time in practice I’ve had several families where I have suggested that perhaps the child didn’t suit the school or school was not the place for the child to be. Some families decided to home school or went for other alternatives, while others had enough success with homeopathy and essences for their child to successfully navigate the school system. It is really about the individual child and their needs.

Don’t immediately feel there is something wrong with your child if they don’t seem to fit into the system, just consider that the school or situation is not right for your child. You can’t fit a round peg in a square hole and this becomes more and more evident as we go along. These super sensitive, super evolved kids need a super school or super support!

Have a look at this if you are looking for an alternative: Access consciousness.


Melanie Creedy trained in the UK in the early 1990s and holds a Bachelor of Health Science in Homeopathy. She is registered with the Australian Register of Homoeopaths (AROH) and is a member of the Australian Homoeopathic Association.
She was Vice President and Professional Development Coordinator of the Australian Homoeopathic Association from 2011 to 2015 and is editor of the AHA National Newsletter.
Melanie has used homeopathy for 30 years and has been in practice since 1998. For many years she ran The Children’s Ear Clinic in Western Australia, but since her tree change to Tasmania, has a special interest in women’s and children’s health generally and helping individuals manage their journey on the spiritual path with homeopathy and her range of essences. Melanie has developed her own methods of dealing with complex cases over the years and offers distance consultations via phone and skype to allow people Australia-wide to access her services.  
Homeopathy is a traditional medicine. It may be used in conjunction with other medicines. For any ongoing chronic condition or serious acute illness, it is important to be assessed or examined by your GP or specialist. Always seek medical advice in emergencies. The information provided in this blog does not constitute medical advice but is for information only. If in doubt as to the appropriateness of a  suggestion or treatment seek advice from your healthcare professional.