The single most common factor for children who develop resilience is having at least one stable and committed relationship with a supportive parent, caregiver, or other adult. Tony Clifford explains how teachers can use attachment theory to help Looked After Children cope with the stress of their experience.
There has been a growing body of evidence that reading for pleasure is the most important indicator of the future success of a child. Dr Beth Southard considers a book scheme in Norwich that encourages children in care to read more.
Sue Clifford, MBE writes the second of two articles exploring how certain areas of the curriculum can be ‘triggers from the past’ for some traumatised children.
What are the consequences of turmoil in a child’s early life and how does it affect their behaviour and learning in school. Sue Clifford digs deeper into the issues and suggests some responses.
Why did a group of Virtual Headteachers of children in care create a charity to research the characteristics of Attachment Aware Setting. Tony Clifford finds out.
It is widely recognised that vulnerable children struggle to access learning and experience success at school. With interventions purely designed to move them on with learning they often have difficulty engaging and making progress. Perhaps something else is needed?
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.
Research has uncovered some disturbing information about cyberbullying among children with SEND, reports Dean West.
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.