Exclusion, behaviour, mental health, happiness and children – a Nightingale moment?

Exclusion, behaviour, mental health, happiness and children – a Nightingale moment?

Emotional health in childhood ‘is the key to future happiness A London School of Economics study “What Predicts a Successful Life? A Life-course Model of Well-being” (Economic Journal 2014) offered “a completely new perspective on which factors contribute most to a satisfying life”, namely wellbeing, challenging “the basic assumption of educational policy in recent years – that academic achievement matters more than anything else”. (Guardian […]

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Early Help in schools – focusing on solutions

Early Help in schools – focusing on solutions

Covid19 and early intervention; understanding the impact, preparing for recovery  A story of success St. Ambrose Barlow Catholic High School in Swinton, Greater Manchester is showing what’s possible by providing Solutions Focused Coaching Early Help, to support students and their families during the Covid19 crisis.  What is it about SF Coaching that makes it able to meet the needs of young people, their families and […]

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Reading “Inventing ourselves – the secret life of the teenage brain” by Sarah-Jayne Blakemore; meeting 2

Reading “Inventing ourselves – the secret life of the teenage brain” by Sarah-Jayne Blakemore; meeting 2

  The ‘Follow the Arrows’ reading group* is a new initiative, helping bridge the current gap between published evidence and school practices around behaviour, inclusion, mental health and wellbeing in schools.  This week we were discussing chapters 5 Inside the living brain, 6 The ever plastic brain, 7 Social mind, social brain, and 8 Understanding other people.  The book covered a broad sweep of neuroscience […]

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Reading “Inventing ourselves – the secret life of the teenage brain” by Sarah-Jayne Blakemore; week 1

Reading “Inventing ourselves – the secret life of the teenage brain” by Sarah-Jayne Blakemore; week 1

“When I tell people I study the adolescent brain, the immediate response is often a joke – something along the lines of : ‘What? Teenagers have brains?’ For some reason it’s acceptable to mock people in this stage of their lives. But when you think about it, this is strange: we wouldn’t ridicule other age groups in the same way. Imagine if we went around […]

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What’s needed for an orderly and planned return to school?

What’s needed for an orderly and planned return to school?

I wrote and published this two months ago. Since then a great deal has happened that we couldn’t have predicted then. But the issue of how to deal with children’s behaviour when and if they return, and more pressingly, how to meet their increased needs arising from their experiences, remains. So here it is again, unedited. It’s hard losing touch with the thread of regular […]

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What’s needed for an orderly and planned return to school?

What’s needed for an orderly and planned return to school?

I wrote and published this two months ago. Since then a great deal has happened that we couldn’t have predicted then. But the issue of how to deal with children’s behaviour when and if they return, and more pressingly, how to meet their increased needs arising from their experiences, remains. So here it is again, unedited. It’s hard losing touch with the thread of regular […]

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Kindness in schools – Mental Health Awareness Week

Kindness in schools – Mental Health Awareness Week

Structured kindness of Solutions Focused Coaching in Mental Health Awareness Week

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The 5% – working from strength and coping with change

The 5% – working from strength and coping with change

Children can cope with change when we focus on their strengths, not their failings.

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Let’s work together

Let’s work together

Geoff Barton, general secretary of the Association of School and College Leaders writing in the TES (April 3rd 20200 was looking ahead to the time when 10 million children and 1.3 million staff get back to school;  “When schools return it will not be ‘business as usual’ …. many of our pupils will be deeply anxious about the crisis in general and their own family […]

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Action against exclusion; finding the balance between discipline and care in schools

Action against exclusion; finding the balance between discipline and care in schools

Understanding the meaning of stress is the key to preventing exclusion

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