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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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Vulnerable pupils: Parent-school meetings

In Headteacher Update this year, Daniel Sobel will be tackling common problems and questions when it comes to supporting vulnerable pupils in school. In his first article, he looks at the challenges and secrets to successful parent-school meetings

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Behaviour & inclusion: Rules vs expectations

Rules are necessary in games, but in relationships they are counterproductive. Headteacher Ryan Kilby explains why traditional approaches to behaviour can never be inclusive

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More depth and detail: The new safeguarding guidance

Local Safeguarding Children Boards may be on their way out but schools will still be on the frontline when it comes to child protection. Suzanne O’Connell outlines the major changes and implications for schools of the new Keeping Children Safe in Education guidance

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Teaching assistants’ role in managing behaviour

Research has shown that fear of ‘overstepping the mark’ can stop teaching assistants from managing behaviour. Dr Emma Clarke outlines some of the issues uncovered during her research and suggests ways in which schools, teachers and teaching assistants can support effective behaviour management

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Children missing education: It’s time to track the vulnerable

Schools are expected to follow up every absence, and yet there are thousands of children who have nobody checking up on them at all. The issue of children missing education is difficult to tackle, so what can be done to protect the vulnerable? Suzanne O’Connell reports

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Behaviour management: Using reflective language

Using reflective language to meet the emotional and behavioural needs of children can have a big impact on behaviour and learning. Cath Hunter advises

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Diary of a headteacher: A focus on behaviour

According to the statistics, behaviour seems to be getting worse in primary schools – yet this is no reason to abandon our ideals...

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Will the latest safeguarding changes make a difference?

Schools are on the front-line when it comes to safeguarding our children. With government guidance currently being overhauled after the Children and Social Work Act, what should schools be aware of?

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