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Sign in or register for an accountEmbed whole school programmes and strategies to promote emotional health and wellbeing eg .b mindfulness, Lions Quest skills for Adolescence (11-16), R Time.
Arrange relevant training for school staff from external support services where needed, including attachment/ trauma, resilience and whole staff Mental Health training, eg Emotionally Friendly Schools.
Use effective assessment tools to identify an overall profile of emotional wellbeing at the whole school and classroom level, for example, from those that have been identified as effective measures for schools to use from the Education Endowment Foundation.
Obtain and record young person’s views through pupil voice activities, eg Blob Tree.
Obtain and record parental information and views. These can include questionnaires, parents’ evenings, assemblies and social media forums.
Use appropriate assessments to identify difficulties early, establish a greater understanding of the young person’s needs and inform appropriate referral to other services (examples are provided under specific needs below).
Set realistic targets and review termly in collaboration with the Special Educational Needs and Disability Co-ordinator (SENDCo), teaching staff and the young person/parents/carers where appropriate. For example, use Individual Education Plans (IEPs), pupil profiles, behaviour support plans.
Implement appropriate interventions for young people with specific individual needs, eg anxiety-based difficulties and attachment difficulties (examples are provided under specific needs below).
Refer to relevant external agencies, eg Primary Inclusion Team, Educational Psychology Service, Child and Adolescent Mental Health Service, Virtual School Team.
Use the Plan-Do-Review process to monitor the young person’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (refer to ‘Best Practice Walkthrough’ document).
Where the young person has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implement. Continue to use the Plan-Do- Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete Annual Review of EHC Plan (refer to ‘Best Practice Walkthrough’ document).
Use turn-taking games and co-operative learning activities during subject lessons. Rotating groups, so that young people work with different group members, helps to build a range of social skills and fosters inclusiveness.
Adopt a planned PSHE curriculum that involves whole class discussion and activities that explore different relationships, eg Philosophy for Children.
Create learning opportunities by introducing classroom routines to teach friendly behaviour. For example, model giving compliments and then set up situations where pupils can practise giving and receiving them.
Use positive notes or compliment slips when positive social behaviour is observed.
Teach positive social skills through drama and role play, giving young people the opportunity to reflect on how different scenarios may make others feel.
Set up peer mentoring or ‘buddy’ systems during unstructured times.
Offer social time support for example setting up a club around a young person’s area of interest (eg gardening or gaming).
Key adults to foster a relationship and encourage understanding eg using one page profiles.
Access to Mental Health First Aid training for staff to support their understanding of fostering positive peer relationships.
Use of PSHE to discuss healthy relationships and friendships.
Use of whole school anti-bullying policies and programmes.
Use of the freely available Developing Emotional Awareness and Listening Programme (Samaritans) training for teachers and whole class session plans.
Conduct appropriate assessments to develop understanding of the presenting needs in relation to friendships. For example:
Offer small group interventions to promote positive peer interactions eg:
Use conflict resolution strategies and other similar techniques such as restorative justice to support pupils through conflicts.
Implement 1:1 tailored interventions that have been planned to enable the young person to meet specific targets in relation to peer integration/friendships.
Provide key adult support at specific times that have been identified as challenging for the young person, eg unstructured times.
Small group or paired provision at breaks and lunchtimes, modelled and structured by an adult.
Adult support in class to scaffold any group/paired work.
If negative thoughts are a barrier to the young person engaging with their peers, try cognitive behavioural approaches such as Think Good Feel Good.
Use of programmes such as Why Try and Social Skills Improvement System (SSiS).
Ensure preparation for changes to activities/ routines/staffing.
Provide a plan and support for unstructured and/or transition times.
Utilise visual timetables/schedules.
Set up peer mentoring or ‘buddy’ systems during unstructured times.
Identify and complete appropriate assessments to establish a greater understanding of the child’s
needs and inform group interventions, for example:
Promote interaction with a young person’s peer group through small group interventions, eg FRIENDS Programmes.
Identify and complete appropriate assessments to establish a greater understanding of the pupil’s needs, for example:
Use personalised Social Stories (Carol Gray) to reaffirm appropriate behaviour in specific situations according to the needs of the individual young person.
An appropriately trained adult, (supported by the SENDCo, Educational Psychologist or CAMHS professional), to be available to provide de- escalation and reflection work following any confrontation with peers. One tool that might be used is Comic Strip Conversations to support the young person to reflect on real-life events and consider alternative ways of responding.
Create a calm, positive and nurturing classroom environment.
Offer whole school training to support staff in de-escalation techniques.
Embed whole class approaches to teaching emotional regulation strategies, eg .b mindfulness in schools project.
Use emotional validation strategies when pupils are upset, angry or distressed, eg Emotion Coaching approach. See EPS for more detail.
Discuss and model feelings and emotions often, using a wide vocabulary of feelings and emotions words. Staff to model that getting things wrong is okay.
Create displays focused on developing emotional vocabulary.
Ensure consistent rules and routines across the school. Ensure there is flexibility built in to support those with additional needs.
Other whole school approaches may include:
Identify and complete appropriate assessments to establish a greater understanding of the pupil’s needs, for example:
Offer small group support to develop skills related to emotional regulation and emotional literacy eg recognising and labelling emotions, self-calming techniques and using Zones of Regulation or Lego Therapy.
Use appropriate emotional awareness and regulation workbooks or programmes within individual or a small group, such as:
Work with a group of key staff to identify the individual profile of the young person to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de-escalating adult responses. An example of this might be the RAMP (Reducing Anxiety Management Plan). Contact Educational Psychology Service for information.
Assign a Key adult/ team of adults for daily check ins with the young person.
Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or sensory activities (colouring, play dough, theraputty). Always ensure access to these activities at all times through use of a ‘calm box’.
Use gentle praise when self-calming strategies are attempted, even if unsuccessful.
Use the Incredible 5-Point Scale to aid emotional self-regulation.
Put an appropriate support plan in place (may be a behaviour/risk management plan), which has been devised with the young person according to what they feel helps them to feel calm. This might include a safe-handling plan.
Any plan should include how to reflect upon, learn from the ‘incident’ or behaviour, and debriefing for staff and the young person.
Provide a ‘safe’ place for a young person to take time out and calm.
Provide time within the curriculum for one to one work with an appropriately accredited therapist, eg play therapy, art therapy. Reintegration to class/ school following therapeutic work needs to be managed sensitively and appropriately.
Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs, for example: Pupils Attitudes to Self and School (PASS).
Embed a whole class growth mindset approach which focuses on effort over achievement.
Use positive classroom management strategies such as PIP & RIP – praise in public and reprimand in private.
Provide regular opportunities for pupils to identify and celebrate success and achievements and share these with others.
Ensure praise is specific and focuses on the learning process i.e. learning from mistakes and taking on challenges.
Opportunities for pupils to engage extra-curricular activities which allow them to showcase their strengths for example debating club, gaming club or gardening club.
Ensure that pupils’ successes and achievements are shared with parents and carers.
Conduct appropriate assessments such as:
Offer small self-esteem groups as a supportive way of building a young person’s confidence and self-esteem. Ideas for activities can be found within Emotionally Friendly Schools and on the ELSA website.
Plan out self-esteem building exercises as part of a group to enable pupils to receive positive messages and acceptance from one another. Set self-esteem building programmes can be used. For example, Cool Connections or Think Good Feel Good.
Interventions to support unhelpful thoughts which are impacting upon self-esteem such asAnxiety Gremlin.
If self-esteem is impacting upon engagement with exams and ability to manage stress, try evidence- based exam stress groups which involve positive affirmations and relaxation activities.
Assign a key adult/team of adults to provide daily opportunities for the young person to talk through successes and achievements experienced that day.
Provide daily opportunities to spend time identifying and building on personal strengths and qualities with an adult, on a 1:1 basis:
Use person centred reviews and meetings as an opportunity to evidence and celebrate positive achievements, with an audience of people who are significant to the young person.
Consider Exam Access arrangements.
Explore negative thinking styles as part of PSHE curriculum, as well as strategies to challenge these.
Practise calming strategies as a class routinely, particularly after a transition from break or lunch, eg mindful breathing exercise or simple 3-minute silent start activity.
Embed growth mindset as a whole school approach. This could be done by creating posters that are displayed in classrooms and around the school and having regular assemblies and PSHE lessons that focus on developing a growth mindset, for example celebrities or inventors who failed many times before succeeding.
Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example:
Consider Cognitive Behavioural approaches to group work provided over a specified period of time eg Think Good Feel Good and the FRIENDS Programme.
Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example:
Provide opportunities for daily check in with a key adult/team of adults.
Allow engagement with a neutral task or complete an assigned ‘job’ at school to reduce feelings of anxiety.
Work with a group of key staff to identify the individual profile of the young person to gain an understanding of their individual triggers, observ- able behaviours, as well specific escalating and de-escalating adult responses. An example of this
might be the RAMP (Reducing Anxiety Management Plan). Contact Educational Psychology Service for information.
Embed a whole class growth mindset approach which focuses on effort over achievement.
Identify and complete appropriate assessments to establish a greater understanding of the young person’s needs and inform group interventions, for example:
Consider group interventions to develop resilience in young people, eg Smart Moves.
Consider risk and protective factors to provide a profile of the young person, eg BOING BOING.
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