{"id":1004,"date":"2024-11-27T07:12:41","date_gmt":"2024-11-27T07:12:41","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/?page_id=1004"},"modified":"2025-12-17T10:24:24","modified_gmt":"2025-12-17T10:24:24","slug":"attitudes-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/?page_id=1004","title":{"rendered":"Attitudes"},"content":{"rendered":"\n

Attitudes<\/strong><\/p>\n\n\n\n

Reflective Questions<\/span><\/strong><\/p>\n\n\n\n

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 \u2018perform\u2019 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?<\/p>\n\n\n\n

Actions\/Strategies<\/strong><\/span><\/p>\n\n\n\n

Work through <\/strong>– active-listening-informed-level.pptx (live.com)<\/a>  Information – Active Listening (education.gov.scot)<\/a> 

Work through – <\/strong>attunement-informed-level.pptx (live.com)<\/a>   Information – Attunement \u2013 Being aware and responsive to emotions (education.gov.scot)<\/a>

Work through – <\/strong>regulate-relate-reason-restore-informed-level.pptx (live.com)<\/a>  Information – Regulate, Relate, Reason and Restore (<\/a>education.gov.scot)<\/a>

Book<\/strong> – 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<\/p>\n\n\n\n

Further Reading\/Watching<\/span><\/strong><\/p>\n\n\n\n

Improving Social and Emotional Learning in Primary Schools | EEF (educationendowmentfoundation.org.uk)<\/a><\/p>\n\n\n\n

Hate Crime and Prejudice Behaviour slides<\/a>\/Information Note<\/a>\/Facilitation Notes<\/a><\/p>\n\n\n\n

UNESCO – Reaching out to all Learners<\/a> – Guides 1 and 2

The Compassionate and Connected classroom<\/a> 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) <\/a>

Video Learning Series at Burnside | Burnside Primary School (glowscotland.org.uk)<\/a>

Emotion wheel for children : Mentally Healthy Schools <\/a>

How to Create a Better SEL Check-In for Middle and High School | Edutopia<\/a>

Improving behaviour in schools (d2tic4wvo1iusb.cloudfront.net)<\/a>

Nurture – Ed Scotland<\/a><\/p>\n\n\n\n

DBL – L&T – Social Interactions\/Conversations<\/a><\/p>\n\n\n\n

The Rights Respecting Schools Award | UNICEF UK<\/a><\/p>\n\n\n\n


Building Racial Literacy We are all Special<\/a> https:\/\/blogs.glowscotland.org.uk\/in\/newarkprimaryschool2\/building-racial-literacy\/<\/a>

EPIC – https:\/\/epicthinklearn.com\/resources-optin\/<\/a> Whole Class Approach to Differences<\/p>\n\n\n\n

LEANS – Learning about Neurodiversity at School https:\/\/salvesen-research.ed.ac.uk\/leans<\/a> Susan White gw10whitesusan3@ea.dumgal.sch.uk and Heather Smith heather.smith@dumgal.gov.uk are the D&G Leans Champions <\/p>\n\n\n\n

Education resources to support work with refugee and migrant children and families | Resources | National Improvement Hub<\/a><\/p>\n\n\n\n

<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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.<\/p>\n

Read More<\/a><\/p>\n","protected":false},"author":1648,"featured_media":0,"parent":160,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1004","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/1004","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/users\/1648"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1004"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/1004\/revisions"}],"predecessor-version":[{"id":3108,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/1004\/revisions\/3108"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/160"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1004"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}