Behaviour





Rethinking our school behaviour policies

It is no wonder children cannot manage their feelings when they are being silently taught to ignore them by our behaviour policies and approaches. Shahana Knight considers how we respond to “bad behaviour”


Top 10 tips for... Sociable lunch-times

We all know how important eating together is – sitting around a table and having opportunity to chat is a valuable social experience. As part of our top 10 tips series, Suzanne O’Connell considers making lunch-times socialable, calm, and harmonious


Andrew Tate: Responding to misogyny in primary schools

The hate and misogyny of Andrew Tate has entered our classrooms and is reaching down into primary age. How can we respond? Lucy Emmerson urges us to consider how RSE tackles issues including gender, power, equality, respect, consent, and healthy relationships




Black and female: Adultification, bias and racism

Black children are more likely to be excluded from school and face systemic adultification, bias and racism. Our response to this often focuses on boys, but Orlene Badu looks at the barriers faced by students who are both female and of black heritage...








Statutory RSE – a role for all teaching staff

Statutory RSE is not just a list of topics to tick off a list, it should be relevant to children’s everyday lives and reach across the curriculum. Indeed, in many ways, all teachers are teachers of RSE. Lucy Emmerson explains


Safeguarding: Getting the basics right – every time

The basics of safeguarding revolve around identifying children at risk of harm and we can never take this work for granted. Elizabeth Rose recaps the four main types of abuse, the principles of effective staff training, and the basics of keeping children safe from serious harm



How would you respond? Playground fall-outs

Continuing her regular articles on responding therapeutically to common behaviour scenarios in primary schools, Shahana Knight looks at how we might respond when groups of children fall-out in the playground




How would you respond? When pupils get angry

In her articles this year, Shahana Knight is spotlighting common behaviours or classroom scenarios, looking at why they might occur and how we can respond therapeutically. This time, she looks at pupils who are angry



Relational practice: Behaviour and culture

When we put relationships at the heart of all we do in schools then everyone benefits – vulnerable children, their peers, and the adults working with them. Dr Pooky Knightsmith looks at how

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