‘Self-regulation’ has become a hot topic, appearing in materials and publications from both the DfE and Ofsted and it will be in n of the EYFS statutory framework due to come into force from September 2021. Sue Cowley draws from her new book to explore the learning behaviours required
Good personal relationships are one of the foundations for effective behaviour management and high levels of student attainment, but there is an important stage before this, as Patrick Garton explains.
Bullying is the perennial nightmare in schools that never seems to totally disappear. But supporting both the victim and the bully to be more assertive, and developing school -wide systems, can challenge a deeply damaging characteristic of school life., argues Helen Spiers
When shocking events in a child’s life derail learning, staff can do so much to alleviate the suffering, advises Dr. Margot Sunderland in her fifth guidance for teachers.
Mental Health services for children pre-Covid-10 were already overwhelmed. We now need something more than reactive, over-stretched services and inadequate services. The preventative strategy that Positive Education seems to offer could be the way forward, explain Andy Mellor and Jim Nicholson.
Blog by Howard Sharron on knife crime and the policy challenges in reducing it
In today’s difficult and uncertain times, schools need to be places of belonging. Kathryn Riley shows how—despite the many pressures on schools—teachers can help create that important sense of welcome and belonging for all children and young people.
Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence.
Conflict appears in many guises and it is important for students to have the tools to resolve it and rise above behaviours that escalate or make a situation worse. Louisa Weinstein offers her 7 Principles of Conflict Resolution for use in the classroom.
Schools across the UK are dealing with a mental health epidemic, with both primary and secondary school leaders reporting a rise in stress, anxiety and panic attacks in their pupils as well as depression, self-harm and eating disorders. Dr Margot Sunderland believes that schools can spot and avert mental health issues.
Classroom behaviour management theories have traditionally offered singular or oversimplified suggestions that are often based on assumptions about class or ability and that do not take into account the complexities of teacher-student relationships, culture or gender differences. In Merv Lebor’s new book Classroom Management in the Post- School Sector, he challenges conventional practice and presents solutions for dealing with challenging behaviours in an effective way that is based on Humanist principles.
Young carers need more support to reduce the risk of being bullied and suffering mental health and well-being problems as a result, according to this report by the Carers Trust.
Leadership Briefing 12.03 (135)
Trolling is a form of online bullying that can devastate young people. But the more you look into it, the more disturbing it gets, with new evidence emerging that some young people are trolling themselves. It this a cry for help or a form of self-harm? Ken Corish investigates.
“Green is not the warmest colour” – Sue Lyle, explains how to use Philosophy 4 children to deal with jealousy (P4C).
Testing boundaries may be a normal part of growing up, but many forms of risk-taking behaviours pose serious dangers to young people’s health and well-being. Simon Legrand reports on a new programme which aims to help teenagers understand and mitigate the risks they face in everyday life.
To combat bullying we really need to understand what it is and the role school culture has in sustaining or diminishing it, writes Professor Sonia Blandford.
This NatCen report evaluates eight initiatives set up to tackle and prevent homophobic, biphobic and transphobic (HB&T) bullying in schools and among young people. A key aim of the evaluation was to understand which of these initiatives seemed to work, in what contexts and why.
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