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 children feel safe, they learn.
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.
How do we transition back?
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.
Pass the mic
I believe that Education can be an incredible force for good when it comes to social positive change. As such, in this blog I #PasstheMic – to share my platform and magnify the voices of the educators in my community who are different from me.
Behaviour Tip #1 – Listen
I recently got invited to contribute to #Eduteachertips channel on youtube, curated by Sarah Mullin, author of What they didn’t teach me on my PGCE.
I was asked to share a top tip for teachers and trainee teachers.
For Flourishing’s Sake
This month I was thrilled to be a part of the For Flourishing’s Sake book launch. I am a contributor to the book (in fact a quote from me is on the first page, which got be a little bit excited!) and I chaired the first panel with some of the other guest contributors.
Getting connected after isolation – 3 words to reconnect kids to the joy of school
This week, fellow Midlandser Mark Goodwin shared a blog post that moved me – it encapsulates many of my own thoughts and hopes for our eventual transition back into schools. Mark has allowed me to share it with my community here.
Whole School Approach to SEMH
Pupils with Social Emotional and Mental Health issues need support and differentiation both in the classroom with the work and across the whole school. What have you got in place? In this post I look at some of the questions and offer some tips.
SEND pupils need Relationship and Sex Education too
Relationships and Sex Education (RSE) is compulsory from September 2020 for all pupils. How are we going to get this right for the often ‘harder to reach’ – and SEND pupils?
How do we get them to pick up a book?
The obstacles to pupils reading are rarely to do with the skill itself, but more often associations of reading in their educational journey. So how do we work with pupils who may have Social Emotional Mental Health difficulties (SEMH) as well as more traditional difficulties, such as dyslexia?