Naomi Western
Re-writing policy for behaviour: Promoting inclusion and wellbeing in a Junior School setting through the embedding of an Emotional Regulation Framework
A revisioning of behaviour policy through the adoption of a relational approach to supporting behaviour in a junior school with above average numbers of children with 4+ ACES (Adverse Childhood Experiences), Special Educational Needs (35%) and those receiving Pupil Premium funding (71%) demonstrates how changes to practice, informed by revised policy can impact positively on pupil and staff wellbeing and school inclusion . An Emotional Regulation framework has been implemented which is theoretically informed by identified links between early attachment and subsequent emotional regulation (Siegel, 1999) and the way relationships can re-shape neural connections (Bomber, 2007).
A hierarchical and public rewards and consequences system was replaced with 3 categories for staff to identify a child’s need for self or co-regulation. This was implemented alongside Zones of Regulation as the pupil system for identifying emotional states as well as toolkits to support their readiness to learn. This implementation was supported by regular targeted staff training, changes to the language and recording of incidents, coaching conversations, scripted language and staff modelling.
Comparison in suspension data between the year prior to the implementation and the year of implementation showed a decline in the number of pupils receiving a suspension from 5% (7 pupils) to 1.4% (1 pupil). Surveying of 146 pupils revealed that 75% (110 pupils) reported Zones of Regulation as an approach that helped them feel ready to learn with 72% (102 pupils) reporting that it also helped them to feel supported when they are not ready. Nine of 11 staff surveyed (82%) reported that the Emotional Regulation Framework had altered their practice by encouraging them to view behaviour as communication of need and 73% (8 staff) reported being more aware of their own emotional regulation.
Dr Donna Gaywood, Dr Josephine Gabi, Alison Tobin, Jennifer Koutoulas, Dr Angelika Popyk
An international project supporting inclusive education for refugee and migrant children in early years settings.
This paper presents a project which evaluates how a toolkit can be utilised to enact inclusive early education practices to improve the visibility and recognition of very young migrant or refugee children. The project draws upon the work of ‘The Walk’ (Good Chance, 2021) the empowerment of migrant families (Tobin, 2016), the challenges affecting identity and relationships (Bove and Sharmahd, 2020) and making meaning of migratory experiences (Kirova, 2010). It aims to support early years educators by introducing ideas and concepts about refugee and migration experiences in a trauma informed way.
Using Refugee- crit (Strekalova-Hughes & Wang, 2019) theory, and a praxeological methodology (Formosinho & Formosinho, 2012; Pascal and Bertram, 2012) a play based educational toolkit was developed. The project is positioned within a socio- constructivist paradigm and the methodology are qualitative and interpretivist. Through a participatory design, early educators in five countries trialled and evaluated the toolkit.
The study was informed by the best ethical practices of researching with refugee children, including problematising prevalent trauma narratives by interrogating educators’ and researchers’ positionality to circumvent the white saviour complex (Gaywood et al, 2020).
The authors have been able to gather diverse evaluations of the toolkit’s effectiveness and the findings demonstrate that it not only supports refugee and migrant children, but it also has a role in supporting community cohesion. The early educators who trialled needed a variety of support to be able to implement it effectively.
As a freely accessible resource the toolkit can be used in any early years setting globally to ensure that refugee or migrant children have access to an inclusive and equitable education. However, further training and support is needed for early educators to feel more confident about implementing the toolkit.
Georgie Zacharzewski
A critical evaluation of the Motional Assessment and its impact on educators’ understanding of social, emotional and mental health (SEMH) needs in the classroom
The present study aims to determine the impact of the Motional Assessment (MA) upon educators understanding of Social, Emotional and Mental Health (SEMH) needs in the classroom.
The MA is an online digital screening tool developed in collaboration with the Centre for Child Mental Health (CCMH) and Trauma Informed Schools UK (TISUK) (Diggins, 2018). This study examines the assessment’s construct based on its theoretical underpinning in attachment theory and trauma informed practice alongside neuroscientific concepts and psychotherapeutic approaches.
The assessment is primarily based upon the work of Professor Jaak Panksepp (neuroscientist, psychobiologist and psychiatrist). His research into ‘The Foundations of Human and Animal Emotions’ (Panksepp, 1998) examined ‘the functional characteristics of major emotional systems of the brain’ (p3) labelled as Care, Seeking, Play, Fear, Rage, Panic/Grief and Lust. The MA considers systems of Care, Seeking and Play as sub-domains of the Prosocial system. The MA presents ‘fight/flight’ and ‘shutdown’ survival states within the Blocks domain, containing Rage, Fear, Panic/Grief, which when overactive, are ‘blocks to quality of life…[and] learning’ (Motional, 2017-2022). The MA assesses a child’s capacity to engage their ‘Upstairs brain’ through assessment of Executive Functioning, outlining how low prosocial development combined with overactive blockers operating in the lower brain impede function.
Baseline semi-structured interviews with SENDCO’s, class teachers and teaching assistants based in English primary schools (age range 5-11) sought to unearth educators’ existing perceptions of SEMH, followed by implementation of the MA. Post semi-structured interviews investigated impacts of the MA on educators’ understanding of SEMH and examined implications for classroom practice. Thematic analysis was used to develop themes and sub-themes. Results showed increased levels of educator efficacy as they attuned to children’s needs, were curious to understand and reflect with colleagues leading to adaptive practices based on relational approaches, which strengthened adult/child relationships empowering staff to know they could make a difference. A socio-ecological perspective on supporting children with SEMH needs is examined and implications for whole-school approaches outlined. Limitations of the small-scale study are highlighted and focus for future research proposed.
Re-writing policy for behaviour: Promoting inclusion and wellbeing in a Junior School setting through the embedding of an Emotional Regulation Framework
A revisioning of behaviour policy through the adoption of a relational approach to supporting behaviour in a junior school with above average numbers of children with 4+ ACES (Adverse Childhood Experiences), Special Educational Needs (35%) and those receiving Pupil Premium funding (71%) demonstrates how changes to practice, informed by revised policy can impact positively on pupil and staff wellbeing and school inclusion . An Emotional Regulation framework has been implemented which is theoretically informed by identified links between early attachment and subsequent emotional regulation (Siegel, 1999) and the way relationships can re-shape neural connections (Bomber, 2007).
A hierarchical and public rewards and consequences system was replaced with 3 categories for staff to identify a child’s need for self or co-regulation. This was implemented alongside Zones of Regulation as the pupil system for identifying emotional states as well as toolkits to support their readiness to learn. This implementation was supported by regular targeted staff training, changes to the language and recording of incidents, coaching conversations, scripted language and staff modelling.
Comparison in suspension data between the year prior to the implementation and the year of implementation showed a decline in the number of pupils receiving a suspension from 5% (7 pupils) to 1.4% (1 pupil). Surveying of 146 pupils revealed that 75% (110 pupils) reported Zones of Regulation as an approach that helped them feel ready to learn with 72% (102 pupils) reporting that it also helped them to feel supported when they are not ready. Nine of 11 staff surveyed (82%) reported that the Emotional Regulation Framework had altered their practice by encouraging them to view behaviour as communication of need and 73% (8 staff) reported being more aware of their own emotional regulation.
Dr Donna Gaywood, Dr Josephine Gabi, Alison Tobin, Jennifer Koutoulas, Dr Angelika Popyk
An international project supporting inclusive education for refugee and migrant children in early years settings.
This paper presents a project which evaluates how a toolkit can be utilised to enact inclusive early education practices to improve the visibility and recognition of very young migrant or refugee children. The project draws upon the work of ‘The Walk’ (Good Chance, 2021) the empowerment of migrant families (Tobin, 2016), the challenges affecting identity and relationships (Bove and Sharmahd, 2020) and making meaning of migratory experiences (Kirova, 2010). It aims to support early years educators by introducing ideas and concepts about refugee and migration experiences in a trauma informed way.
Using Refugee- crit (Strekalova-Hughes & Wang, 2019) theory, and a praxeological methodology (Formosinho & Formosinho, 2012; Pascal and Bertram, 2012) a play based educational toolkit was developed. The project is positioned within a socio- constructivist paradigm and the methodology are qualitative and interpretivist. Through a participatory design, early educators in five countries trialled and evaluated the toolkit.
The study was informed by the best ethical practices of researching with refugee children, including problematising prevalent trauma narratives by interrogating educators’ and researchers’ positionality to circumvent the white saviour complex (Gaywood et al, 2020).
The authors have been able to gather diverse evaluations of the toolkit’s effectiveness and the findings demonstrate that it not only supports refugee and migrant children, but it also has a role in supporting community cohesion. The early educators who trialled needed a variety of support to be able to implement it effectively.
As a freely accessible resource the toolkit can be used in any early years setting globally to ensure that refugee or migrant children have access to an inclusive and equitable education. However, further training and support is needed for early educators to feel more confident about implementing the toolkit.
Georgie Zacharzewski
A critical evaluation of the Motional Assessment and its impact on educators’ understanding of social, emotional and mental health (SEMH) needs in the classroom
The present study aims to determine the impact of the Motional Assessment (MA) upon educators understanding of Social, Emotional and Mental Health (SEMH) needs in the classroom.
The MA is an online digital screening tool developed in collaboration with the Centre for Child Mental Health (CCMH) and Trauma Informed Schools UK (TISUK) (Diggins, 2018). This study examines the assessment’s construct based on its theoretical underpinning in attachment theory and trauma informed practice alongside neuroscientific concepts and psychotherapeutic approaches.
The assessment is primarily based upon the work of Professor Jaak Panksepp (neuroscientist, psychobiologist and psychiatrist). His research into ‘The Foundations of Human and Animal Emotions’ (Panksepp, 1998) examined ‘the functional characteristics of major emotional systems of the brain’ (p3) labelled as Care, Seeking, Play, Fear, Rage, Panic/Grief and Lust. The MA considers systems of Care, Seeking and Play as sub-domains of the Prosocial system. The MA presents ‘fight/flight’ and ‘shutdown’ survival states within the Blocks domain, containing Rage, Fear, Panic/Grief, which when overactive, are ‘blocks to quality of life…[and] learning’ (Motional, 2017-2022). The MA assesses a child’s capacity to engage their ‘Upstairs brain’ through assessment of Executive Functioning, outlining how low prosocial development combined with overactive blockers operating in the lower brain impede function.
Baseline semi-structured interviews with SENDCO’s, class teachers and teaching assistants based in English primary schools (age range 5-11) sought to unearth educators’ existing perceptions of SEMH, followed by implementation of the MA. Post semi-structured interviews investigated impacts of the MA on educators’ understanding of SEMH and examined implications for classroom practice. Thematic analysis was used to develop themes and sub-themes. Results showed increased levels of educator efficacy as they attuned to children’s needs, were curious to understand and reflect with colleagues leading to adaptive practices based on relational approaches, which strengthened adult/child relationships empowering staff to know they could make a difference. A socio-ecological perspective on supporting children with SEMH needs is examined and implications for whole-school approaches outlined. Limitations of the small-scale study are highlighted and focus for future research proposed.
