Yep. More cognitive labour all round. This is a bigger ask for some inds & groups than others - eg YP who are already maxed out in schools.

Just to be clear, are you saying learning is cognitive labour that sone young people should be doing less of?

Hi Ed. Great q. I think we can safely say that learning involves cognitive labour? Can we also agree that YP have a great many other demands on their senses, energy, emotions etc at school? In the case of #autistic YP, for instance, the sensory burden of being in a classroom can be massively

demanding/depleting in and of itself. How the (additional) cog burden of the actual lesson content lands on these YP will vary according to eg teacher communication style, the intrinsic interesting-ness of the topic, accessibility of the learning resources, nature of task etc etc. Ime it’s not

easy for eg neurotypical teachers to have an instinctive feel for how these cumulative demands will be experienced/how much/what kind of labour we’re actually requiring. So no, I’m not saying cog labour is a bad thing - obvs it’s necessary. But I am saying we need to recognise how close YP may be