UNIQUE

Social and Emotional

Learning

Presented by Lauren Bond and Emma Dove

WHY ARE WE HERE?• Specialist substance misuse services saw fewer young people

in 2015 -16 than in the previous year (Public Health England, 2017)

Down 7%

• The UK has highest rate of adult drug use in Europe (European Monitoring Centre for Drugs and Drug Addiction, 2015).

• UNICEF (2007) UK ranking for children’s well-being?

Bottom of the 21 richest countries

‘State of Education Survey report 2017’ The Key

• % of leaders who have seen an increase over the past 2 years in stress/anxiety/panic attacks among pupils?

79%

• % of secondary leaders who have seen an increase in the pupils’ of substance abuse?

42%

CASEL (2015)

BENEFITS OF SEL• SEL school based interventions significantly

improved social and emotional skills, attitudes,

behaviour and academic gains (Durlak et al, 2011).

• Lower self control in childhood was found to predict

poor health, lower wealth and increased likelihood

of having committed crime by adulthood (Moffit et

al, 2011).

• In a review of 207 SEL programs there were

suggested gains of 11% on test outcomes, 25% on

social and emotional skills and a reduction of 10% in

classroom behaviour issues (CASEL, 2009).

SEL INTERVENTION

CASEL (2015)

UNIQUE

Celebrating Differences

Promoting SEL in the

classroom

CASEL (2015)

MASLOW’S HIERARCHY OF NEEDS

INTERVENTION

Times are changing, our approaches need

to follow suit – Rob Long

Reliable rules and practices help to

regulate brain pathways ( Gerhardt 2004)

ANXIETY BASED BEHAVIOURS

• ADHD/ADD

• ASD/ASC

• ATTACHMENT DISORDER

• ODD

• REDUCED EXECUTIVE FUNCTION

• MALTREATMENT

The part of the brain critical to fight, flight or freeze

responses overdevelop compromising the part of

the brain used for logic, empathy, cause and

effect and reasoning. This affects the child’s ability

to think, to retrieve information and manage

behaviour. It diminishes the capacity of the frontal

lobe associated with reasoning, planning, parts of speech, movement, emotions, and problem

solving.

THE PILLARS OF SUPPORT

PREDICTABILITY

•Visual Timetables

•Oops Card

CONSISTENCY

•Staff Support

•Reward/Consequence System

ACCURACY

•Say what you mean and mean what you say

•Short, concise feedback

• Use a timer to moderate anxiety during short, timed, independent tasks

• Clear, structured and differentiated tasks which can be completed with

little help from the teacher, with materials all nearby . This reduces the

potential threat of “not knowing” something and feeling unsupported

• The learning task is the starting point for pupils who find relationships

challenging . By differentiating the task it allows the pupil to gauge the

thoughtfulness of the teacher and helps to build trust in the relationship

• Work with peer mentors to learn how to work independently and ask for

help when needed. The child will feel more comfortable accessing help

from his/her peers

• Give the focus child a small, transitional object that can take your place

for short periods of time

• What we pay attention to we see more of. Comment on the children’s progress when they are working independently and praise them in a

concise, matter-of-fact fashion.

• Reliable and predictable routines, activities and rituals

• To strive to make sure the child feels safe in his/her environment and

that their experience at school is as predictable and consistent as

possible to limit anxiety

• A reliable routine helps the child adapt to the school environment.

This reduces his/her high level of anxiety which minimises the

potential for a crisis reaction

• Provide a calm space

CONTACT DETAILS

• Lauren Bond

• lb.unique@aol.co.uk

• Emma Dove

• ed.unique@aol.co.uk