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Back to School Guide: Supporting student wellbeing

Headteacher Update has published the first of four free Back to School guides offering advice ahead of September and the wider opening of schools. In this 12-page guide, we consider how the lockdown will have affected young people’s wellbeing and mental health, what challenges we expect to see as ...

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Vulnerable students: Planning for transition back to school

As increasing numbers of students return to school, Daniel Sobel outlines a framework he says all schools can use to ensure the right support is in place to ensure a successful transition for vulnerable students

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Attachment theory and children’s learning in school

Attachment theory has clear and important implications for education. Dr Elizabeth Harlow considers its relevance to children’s learning and looks at how some schools have been applying the principles of the theory to the organisation of pastoral support and teaching and learning

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Coronavirus: Pastoral care in a changed school environment

As pupils return to school, we will need to be prepared for challenging behaviour, safeguarding disclosures and signs of mental health and wellbeing problems. Anthony David looks at the pastoral priorities that must be at the top of the list for primary schools

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Mindfulness activities for younger children

Mindfulness is the ability to be aware of experiences as they are happening with an attitude of curiosity and kindness – a useful skill in the current climate. Claire Kelly offers five tips for introducing these ideas with younger children

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Behaviour hubs: Experts to get behaviour on track – again

Every teacher knows how important it is to have good behaviour in the classroom. However, for some schools, behaviour management remains an issue. Suzanne O'Connell looks at what is being recommended and asks: Haven’t we been here before?

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Attendance: A more intelligent approach?

A system of letters and fines, with the possibility of prosecution, has been part of many schools’ attendance policy for years. With children forced to stay home and at least a slight change in Ofsted's tone, is it time to consider a new approach in the post-lockdown world?

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Working effectively with vulnerable children

There are many things schools and teachers can do – both little and large – to understand and support vulnerable children. Educational psychotherapist Angela Greenwood advises

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Safeguarding, behaviour & wellbeing: Trauma-informed practice in schools

The symptoms of ADHD, autism and other common child diagnoses often match those of childhood trauma and adverse childhood experiences. Dr Margot Sunderland looks at the implications

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Persistent absence: What can schools do?

One in 10 pupils are considered to fall into the category of being persistently absent, meaning they miss 10 per cent or more of school sessions. So why do these pupils continue to stay away and what can schools do about it?

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Therapeutic schools: Dealing with behaviour incidents

Why do we tell children off? Because we are trying to teach them something. Shahana Knight says that this is best achieved with a therapeutic approach to behaviour incidents

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Recognising pupils’ feelings and emotions

Learning to recognise feelings and emotions is an essential part of growing up, but it will not necessarily come naturally. Shahana Knight looks at how we can help support our pupils to spot, identify and manage their feelings

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Therapeutic schools: Flexible seating?

We can boost engagement and positivity in the classroom by offering flexible seating opportunities for pupils. Shahana Knight explains

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Handling cases of induced or fabricated illness

Fabricated or induced illness is a form of child abuse that schools should be aware of. Although it is rare, it is likely that many cases are missed. Suzanne O’Connell explains what it is, how to identify it and what you can do

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Vulnerable pupils: Creating safe spaces in the school environment

A growing concern for vulnerable pupils has led to the creation of safe spaces, or sanctuaries, at Ripley Infant School as well as a focus on Attachment Theory. Paula Doleman and Kathie Skermer explain

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Understanding and supporting SEMH pupils

Drawing on the outstanding work of Adelaide School, a special provision in Cheshire catering for pupils aged nine and upwards, Sarah Barlow offers advice to mainstream schools on supporting students who face social, emotional and mental health challenges

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Time-out and isolation under scrutiny

At the National Education Union annual conference, delegates recounted stories about school isolation rooms filled with SEND children. It seems that the use of ‘time-out’ or ‘reflection rooms’ is increasing at primary level. Suzanne O’Connell looks at this growing trend and its place in school ...

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Supporting previously looked after children

Previously looked after children can present particular challenges and schools are required to have a ‘designated teacher’ in place. Darren Martindale offers us best practice advice

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Getting transition right for vulnerable pupils

We all know that transition to year 7 can lead to a dip in student outcomes. Daniel Sobel speaks to Jez Piper about how we can get transition right, particularly for our most vulnerable pupils

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The rising tide of sensory troubles: Low-level behaviours (part 3)

In this three-part series, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In her final article, she considers some of the smaller sensory behaviour challenges and offers us some classroom strategies

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Adverse childhood experiences and the implications for schools

Half of children will live through an adverse childhood experience and around one in 10 will suffer four or more. How can schools support these young people? Lynn Miles, who suffered ACEs herself, explains more and offers her advice

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Three pastoral challenges: What would you do?

Inclusion expert Daniel Sobel outlines three common pastoral challenges that he comes across in schools and discusses how he would approach each situation in order to achieve positive outcomes

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What is behind the spike in home education?

A notable spike in the number of pupils being home educated has sparked suspicions that a minority of schools are using ‘off-rolling’ practices. Suzanne O’Connell looks at the figures, recent research and the background of home education in England

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Taking measures to avoid permanent exclusion

When the behaviour challenges presented by a pupil spiral so far out of control, there is only one solution – isn’t there? Daniel Sobel discusses how we can avoid turning to the last resort

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The rising tide of sensory troubles: Explosive behaviours

In a three-part series, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In part two, she considers explosive sensory behaviours – and how not to react

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