Attitudes
Reflective Questions
Is a learner-centred approach used consistently?
Are individual differences respected and diversity normalised and valued?
Are learners made to feel that their views are valued?
Is constructive feedback given?
Is support offered sensitively and timely?
Are approaches to teaching wellbeing embedded (e.g. social understanding, emotions, mental wellbeing)?
Is sensitivity used when asking learners to ‘perform’ in front of their peers e.g. reading aloud?
Do adults model enthusiasm for tasks?
How do you involve learners in creating expectations for the class?
Do you use positive or negative consequences?
Actions/Strategies
Work through – active-listening-informed-level.pptx (live.com) Information – Active Listening (education.gov.scot)
Work through – attunement-informed-level.pptx (live.com) Information – Attunement – Being aware and responsive to emotions (education.gov.scot)
Work through – regulate-relate-reason-restore-informed-level.pptx (live.com) Information – Regulate, Relate, Reason and Restore (education.gov.scot)
Book – 2hr Nurture Training (if not already) Contact lisa.henderson@dumgal.gov.uk or robert.dickson@dumgal.gov.uk
Use visual timetable to support understanding of predictable routines and reduce anxiety
Use visual cues to support understanding of changes to routines to reduce anxiety
Peer supports
Use Social Stories
Use prompts e.g., Zones of Regulation
Traffic light system
Regularly engage in listening and talking activities and provide opportunities for turn-taking
Consider in school programmes to support social and emotional development
Routine emotional regulation activities
Learners have visual clues they can use if they are struggling
Routines are established for use of safe space
Ensure predictable logical consequences
Use restorative language and conversations
Build in calming activities e.g. calm box
Use home/school diary
Use a soft start to the day and at transitions
Organise a peer befriender for the playground
Consider nurturing approaches
Further Reading/Watching
UNESCO – Reaching out to all Learners – Guides 1 and 2
The Compassionate and Connected classroom resource has been created to build practitioner confidence in meeting the social and emotional wellbeing of their upper primary
learners.
Resilience alphabet – building inner strength and wellbeing for kids – primary | Resources
| National Improvement Hub (education.gov.scot)
Video Learning Series at Burnside | Burnside Primary School (glowscotland.org.uk)
Emotion wheel for children : Mentally Healthy Schools
How to Create a Better SEL Check-In for Middle and High School | Edutopia
Improving behaviour in schools (d2tic4wvo1iusb.cloudfront.net)
Nurture – Ed Scotland
Building Racial Literacy We are all Special https://blogs.glowscotland.org.uk/in/newarkprimaryschool2/building-racial-literacy/
EPIC – https://epicthinklearn.com/resources-optin/ Whole Class Approach to Differences
LEANS – Learning about Neurodiversity at School https://salvesen-research.ed.ac.uk/leans Susan White gw10whitesusan3@ea.dumgal.sch.uk and Heather Smith heather.smith@dumgal.gov.uk are the D&G Leans Champions
