We have started to think about supporting children when they return to school, after watching this
Transition Planning for Diverse Learners: Presentation for Schools.
I also found the advice on the Te Rito Toi website and project very useful in guiding my thinking.
Schools provide a predictable and safe space, especially for vulnerable students.
Staff and students who feel they can do something about challenges as they arise, will be more able to deal with those challenges effectively (self-efficacy). Schools can support staff and students by having clear plans and protocols.
Relationships are key - as a teacher, be available to listen and show empathy.
Behaviour is Communication: Look out for signs and notice if/when children are not coping well with being back at school. BEHAVIOUR is a form of communication...what does child want to ACCESS or AVOID? React to the WHY (cause of behaviour) rather than the behaviour itself.
Three Tiered Support System
We spoke about this in our team, and identified specific children in need of tier 1 and 2 support.
In Our Teaching Team
Suggestions from the presentation
Transition Planning for Diverse Learners: Presentation for Schools.
I also found the advice on the Te Rito Toi website and project very useful in guiding my thinking.
Schools provide a predictable and safe space, especially for vulnerable students.
Staff and students who feel they can do something about challenges as they arise, will be more able to deal with those challenges effectively (self-efficacy). Schools can support staff and students by having clear plans and protocols.
Relationships are key - as a teacher, be available to listen and show empathy.
Three Tiered Support System
We spoke about this in our team, and identified specific children in need of tier 1 and 2 support.
In Our Teaching Team
Suggestions from the presentation
- Create social stories to support transition
- Provide structure and routine to offer predictability
- Be flexible with planning...remembered tasks may be engaging, but students may also need new, low pressure tasks which allow for connection, creativity and exploration.
- Allow for more processing time - this means we will need to be flexible with task timing
- Incorporate explicit wellbeing learning
- Make use of team strengths, knowledge and relationships
- Check in one to one with each child in your home group (and beyond) each day
- Notice and check in, several times a day, with those children who are experiencing more challenge with the return to school. Discuss at team level.
- Involve parents in any individual planning.
- Connect regularly with parents / whānau - how is your child going after school? How are they feeling and / or what are they sharing? What is their behaviour like at home?
- Re-iterate and follow-through with school wide expectations
- Don't worry about what has or hasn't been done at home...work to connect with students
- Focus on positives: praise, connection, incentives
- Ensure and support staff collaboration
- Continue established wellbeing initiatives: interoception, mindfulness, explicit wellbeing sessions
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