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.
Student exclusions are predominantly affecting children in poverty and with special needs. The Alternative Provision options are not sufficient and are creating a new generation of young people who are not in schooling or employment. Labour MP Thelma Walker discusses the implications of a new report on these forgotten children.
Wendy Casson, head of the largest PRU in the UK, describes how trying to understand the root causes of the presenting behavioural problems in emerging younger children has led to a huge drop in school exclusions.
Children in stressed environments need resilience and emotional intelligence to deal with issues luckier children don’t have. Jed Sullivan explains how the lauded BBGC uses film, paintings and stories to build their inner strength.
Children need the tools and the confidence to stop being victims. Claude Knights of Kidscape, explains how to go about it.
Empathy is inherent in all of us, but for children who experienced a violent or poverty-stricken upbringing, their ability to feel compassion and empathise with others can be seriously stunted. Louise Kinnaird explores the role of schools and practitioners in giving such children the opportunity to care.
Are we getting Education,
Health and Care Plans right?
Agencies are still failing to act as integrated teams providing coherent plans. Penny Barratt suggests a way forward.
Research has uncovered some disturbing information about cyberbullying among children with SEND, reports Dean West.
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.
Young people are blamed for many of society’s ills. Anita Collins and Mervyn Lebor suggest that, rather than blaming teenagers, we should be making some reasonable adjustments to accommodate their developing brains.
Speech, language and communication needs are the single most prevalent need among children with SEN, whatever their diagnosis—and the impact, should this need remain unaddressed, can last a lifetime. Bob Reitemeier, Chief Executive of children’s communication charity I CAN, examines the stakes.
An unusually high proportion of girls in the pupil referral unit with which she was working had Edwina Chevens’ curious to learn more about their stories and how they came to be there. Here she summarises her findings and makes some practical suggestions for wider practice.
Teachers, leaders and politicians alike have long questioned the usefulness of teaching assistants in the classroom. Here Dr Helen Saddler questions the way TAs are currently deployed and offers an interesting perspective on where their value lies.
Day-to-day challenges a SENCo faces can often indicate more serious problems in the school’s wider policy and practice. How, then, can SENCos delve beyond the obvious answers to reveal the broader issues that lie beneath? Dr Amelia Roberts presents three fictional scenarios.