In the first of her new Beyond the Classroom series, Dr Margot Sunderland offers practical guidance for non-specialist teachers and school staff responding to children in distress who ‘behave their trauma’. In this first guidance we meet ‘Sarah’, who struggles with anxiety and Dr Sunderland explores the need to view children’s behaviour within the context of their home lives.
Paddy McCaffrey, Achievement for All Coach, provides some strategies for making more of the home environment
It’s critical, but hard to pin down. Maureen Hunt, Head of Early Years at Achievement for All explains what it is, why it's so important and some strategies to endow children with it.
A Mathematics Mastery approach can have a profound impact on language and mathematical thinking for children, especially those with special educational needs, explains Helen Drury
Educational psychologists can find solutions for children who are experiencing emotional and behavioural difficulties. Jo Suchy and Kirsty Newbury look at ways schools can benefit from consultations.
Making eye contact, projecting confidence and managing emotions are skills that are important for success in all areas of life, and are crucial for social mobility. Emma Sutherland shows how a new initiative by Nesta is supporting the development of these skills for students who may not otherwise have the opportunity to develop them.
Without a proper framework in place, many peer mentoring programmes are at risk of retraumatising students or reinforcing bullying and behaviours which the programme is trying to prevent. Kim Reuter looks at some of the most important factors for implementing effective, high-quality peer mentoring.
With the increasing complexity of issues surrounding gender, sexuality, technology and wellbeing, RSE is becoming more necessary…and more complicated. The new DfE guidance is a step in the right direction, but Sarah Culvert thinks that teachers should be prepared to go beyond the mandatory RSE requirements in order to meet the needs of children today.
Schools can help ‘close the gap’ by nurturing strong relationships with parents. Mary Taylor looks at where the dots need to be connected between policy and practice for the most effective outcomes.
A sensory room doesn’t have to be expensive to be effective. Adam Gordon shows us how to meet children’s sensory needs while dealing with a shoestring budget.
Participation in non-academic activities can be profoundly important to young people’s lives, yet many young people still don’t have access to programs that inspire them. Helen O’Donnell explains how a new initiative is helping communities and schools overcome the barriers to accessing extra-curricular activities.
Primary headteacher Carol Baron shows how her school has brought play and independence to lunchtime, improving children’s wellbeing, behaviour and enjoyment of school along the way.
We know that development of social and emotional skills underpins achievement and social mobility, but how can we know if what we’re doing is actually working? Rebecca Martin outlines some approaches to evaluating non-cognitive skills, making sure the support gets to the pupils who need it most.
Safeguarding specialist Dawn Jotham identifies the three key stages of child exploitation and offers advice for teachers to spot the warning signs and to support students who are at risk.
Professor Sonia Blandford is Founder and CEO of Achievement for All and one of the UK’s leading practitioners of education. Sonia is passionate about raising the aspirations and improving the attainment of all children and young people regardless of their background or needs. In 2016, she was named on Debrett’s list of the Top 500 Most Influential People in the UK.
Children who have autism often exhibit behaviours that are considered unacceptable in a classroom, leading to higher levels of exclusions within this group. Catriona Moore offers ways for schools to reassess their behaviour policies to make sure they meet the needs for this vulnerable group.
Relationships Education will become mandatory in primary school in England from September 2020. Richard Woolley and Sacha Mason look at how to approach teaching the new material with bravery and sensitivity.
Children learn so much more from school than academics, so a school in California has decided to harness this reality and deliberately expand their curriculum. Randi Kearney, Katelyn Patterson and Tressa Wyner explain how they are developing self-efficacy skills with their students.