Emotional wellbeing

The food we eat provides the energy we need throughout the day. In this article, we will explore the different food groups that provide sustained energy and describe which foods stimulate our brain and relieve stress. We will also consider some healthy alternatives when we have a snack attack in school or feel we need to grab that extra cup of coffee! read more

There are many techniques to develop self-awareness, self-appreciation, self-esteem, but what would be useful to use with sixth formers? Life Coach Lunette Allen discusses some of the exercises she works with, which can be tailored to suit most age groups

Many people have discovered for themselves the benefits of meditation and relaxation as a way of releasing stress and tension. More and more people are using short meditations as a way of getting pupils into a good state for learning. If you haven’t tried it yet, the following are simple techniques, which can be done at pretty much any age. You might like to try them yourself before you start using them with pupils so that you feel how quickly or slowly you might want to speak … and then practise leading each meditation in a calm, confident voice. read more

The space between ‘being available’ and ‘being overwhelmed’. read more

If pupils feel safe, secure and, above all, happy at school, they are less likely to play truant and the atmosphere is more likely to be conducive to learning. read more

10 Ways to Promote a Calm Classroom. read more

We have all experienced periods at work where things are very stressful and we cannot seem to get anything done, or other people and situations are making work difficult for us. Rushing around all day, not managing to complete anything or deal effectively with issues is a common problem. We sometimes need to take time out just to regain some element of control. read more

The Teacher Support Network called for a coordinated approach to improving teacher wellbeing as it launched a report stating the importance of linking up the disparate services that tackle teacher stress

Headteacher Martin Ainsworth extols the benefits to his school of taking part in the Blueprint Drug Education Research Programme. read more

Three out of five secondary pupils say that they have experienced bullying, despite the efforts that schools have made to get on top of the problem. Former headteacher Roger Smith looks at ways of dealing with the instigators

If schools are to help tackle self-harming behaviours, says the final Report of the National Inquiry into Self-Harm among Young People, they need to ensure that young people have opportunities to talk about their fears and anxieties. read more

In her final article on how teachers use emotions, teacher trainer Susan Gibbs discusses why emotional safety is so important in enabling children and young people to learn. read more

As curriculum managers are well aware, bullying can have sustained and insidious effects on the whole school — contributing to poor attendance, lower achievement, a less conducive learning environment for all and a generally less pleasant school experience for students and teachers alike. read more

Children and young people with complex health needs. read more

The joint DfES/DH guidance Education of Children and Young People in Public Care (May 2000) recommended that schools assign a senior member of staff as designated teacher to act as a champion for looked after children. A new guide for school governors on their role in helping schools support these children will be helpful to SENCOs in defining the designated teacher role and offering useful information and explanations about what ‘looked after’ means. read more

SENCOs working with pupils with emotional, behavioural and social difficulties will be interested in the findings of three recent surveys, which indicate the extent of mental health problems among children and young people, and attempt to improve professional support for them

Since September 2005, as part of the new framework for inspection for children’s services, schools are expected to demonstrate how they are contributing to the five national outcomes for children stipulated by Every Child Matters and the Children Act 2004

One day there was a knock on the door at a home for Alzheimer’s patients. When the matron opened the door, a middle-aged woman stood there holding an elderly gentleman by the arm. “This is my father,” she said. “He has Alzheimer’s and I have cared for him by myself for twelve years. If you don’t take him, I am going to kill him.” And she meant it. read more

Schools are failing to adequately provide for students’ emotional health and wellbeing. A lot of this is down to ignorance, the findings of a new report from Ofsted reveal – only half of all schools were even aware of Government guidelines on how to meet the needs of the one in 10 pupils who have mental health difficulties

Small children can get quite noisy and frenetic. It can take time to calm them down. Angela Youngman investigated one very popular method – to teach the children to give and receive simple massage. read more

British Gymnastics’ play programme helps young children develop physical skills. Jo Prescott and Liz Liebman explain how

A free training seminar on gambling education will take place in London on 10 May 2007. The seminar is being organised by Tacade, a leading charity working in the field of PSHCE. read more

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