Julie Leoni, emotional literacy coordinator at The Marches School, explores how we help young people to understand the difference between aggressive power and positive power read more
Primary learning mentor Ayub Malik explains why he is proud to be working with children experiencing barriers to learning
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Starting and changing schools are big transitions. Former headteacher Lynn Cousins shares advice on handling these and less common times of change that children experience read more
Julie Leoni, emotional literacy coordinator at the Marches School in Shropshire, reflects on the need for teachers to take risks if they are to encourage creative risk-taking in their students read more
Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners read more
Do G&T children have more than their fair share of social-emotional difficulties? Kalliope Emmanouilidou looks into the research and challenges some stereotypical views read more
Three years after they first started practising Philosophy for Children, Year 6 children, one parent and two of their teachers recorded what the experience had meant for them. We publish below an edited excerpt from the resulting DVD read more
If you thought that Circle Time was just for children, think again! Jenny Mosley explains why the Whole School Quality Circle Time Model focuses first on enhancing the mental health of the adults read more
Some participants in a phone-in programme about the roll-out of SEAL thought that happiness could not or should not be taught, and that it was simply a question of ‘common sense’. Emotional literacy coordinator Julie Leoni explains why she disagrees read more
A recent Ofsted survey of 28 good or outstanding PRUs sought to identify what contributes to effective practice. It also reveals some of the barriers to it, including insufficient data from schools and LAs and inadequate decisions about long-term placement read more
