This blog post is about the importance of routines and boundaries coupled with putting relationships first, connecting before correcting and understanding that all behaviour is communication.
Frederique Lambrakis-Haddad discusses different types of trauma and what we can do to support pupils in these situations.
I am often asked in interviews about the need for rules, boundaries, discipline and consistency, as if the automatic application of these is a bad thing. My answer is always “No, we need them”, but as with everything, context is everything.
You’ve asked what the issue is, you’ve listened, and it just doesn’t match up to what you know. Some children lie, and surely you know best . The child’s not making any sense, they’re attention seeking. What do you do? Believe what’s there – I dare you.
In this guest post Viv Cohen Papier talks about what it is about teaching pupils with SEMH that a PRU teacher loves.
Last month I was interviewed by the fabulous Craig Barton. He asked me some of my favourite questions to date, including “what is your biggest failure?” and “what is your favourite number?”
Last month I was a guest interviewer on the Behaviour Bites Podcast and invited to speak on Behaviour and Complex Trauma. At the end of the interview I was asked for my top tips on behaviour.
Optimus Education invited me to lay out how we can best support young people who are dealing with trauma, abuse, neglect, mental health issues in our schools.
When classrooms are safe and secure all children, and young people have a desire to learn. In this post, guest blogger Yasmeen Multan gives some practical insights on how we can ensure this as we return to school buildings.
The short answer is that we cannot go back to normal. I recently spoke about this for #GlobalBrewEdIsolation – you can watch the video for it in the post.