TIPs Magazine (Issue 05)

CoECTNews

Editor'sNote

MeettheTeam!

AlternativeEducationProvision-Proudtobedoinglearningdifferently!

AnOverviewoftheA-ZinTrauma-InformedTeaching

OutstandingAchievement!-NewsfromTrueFostering.

TeacherscangetCompassionFatiguetoo!

AskTheExperts.

Informationforschools-Pre-birthandbirthIndicatorstoEarlyTrauma.

What'sonWhere?–EventsandConnections

ListeningCircleViewpoint

Trauma-InformedQualifications

WhyI'mnot"SchoolShaped"-AParent&Child'sPerspective.

True Fostering

Congratulations to True Fostering, who were graded Outstanding in their recent Ofsted Inspection held in July

The agency were praised for the ground-breaking support and innovation provided to their foster families. You can find out more on this on page 8 in this issue

SAfER Fostering

Due to continued growth, Safer has recruited a new Therapeutic Social Worker for South East Wales. She is currently undergoing checks and references and is hoping to start in September. The agency is also looking for a further administrator to join the team in Cardiff

It has been a really successful summer so far with the newly purchased Haven caravan being in use continually by our foster families Feedback has been really positive with families appreciating the free holiday with activities and entertainment, provided by Safer

Inspire Training

Kinship and Connected Care Assessment Launch

At the end of August Sarah & Sair started the pilot of the Trauma-Informed Parenting Assessment for Kinship and Connected Care (TIPPAKC) with a Local Authority in the South East of England. The assessment aims to simplify and enhance the kinship care process, providing training and support to family members throughout their journey

Launch of the Therapeutic Parenting Roadshow

Lately we have been inundated either requests from parents to hold TraumaInformed/ Therapeutic Parenting training around the country. From 2024 the training team led by Sarah Naish and Sarah Dillon will be starting a roadshow around the country More information on this can be found on page of 13 this issue

We are looking for Volunteers!

NATP are on the search for volunteers to join us in running listening circles in thd UK, particularly in the South West and North East of England, and Scotland and Wales To find out more contact natp@coect.co.uk

Thursday 19th October, Coventry

The CoECT Schools Team are excited to announce that their new book 'The A-Z of Trauma Informed Teaching' is out now. Topics from the book form the structure of our conference this year.

You can find out more about the conference by scanning the QR code opposite

Book a call!

Did you know NATP offers a 20-minute chat service to signpost you to the services you need, or just talk things through with someone.

The Haven Parenting & Wellbeing Centre

The Haven Parenting and Wellbeing Centre have launched their wellbeing platform. It is packed with programs, resources and virtual support & relaxation groups More information can be found on their website www thehavencentre co uk

Editor’sNote

Welcome Everyone,

As summer ends, families and teaching staff prepare for the new school term. Our Schools Special Issue celebrates the launch of "The A-Z of Trauma-Informed Teaching," a new book by our CoECT Schools Team.

In this issue, Daniel and Anne discuss trauma-informed teaching, while Hannah shares how her alternative education centre, Wickselm House Learning Centre CIC, supports children's emotional and social needs to help them reintegrate into school. Sair explores compassion fatigue in teaching, provides a recap on the signs and symptoms to look out for and strategies to prevent teachers from slipping into compassion fatigue.

We also have an NATP resource that identifies the pre-birth and post-birth indicators of early trauma and how to support children with early life in the school environment, and Emma discusses why some children cannot fit into the traditional school system with the help of some children who have been unable to attend for significant reasons

We are all looking forward to sharing our topics from the book with you at our upcoming conference, which is being held on Thursday 19th October, in Coventry. More information about the conference and how to book tickets can be found on the Inspire Training group website at www.inspiretraininggroup.com/upcomingevents

We hope you enjoy this issue. If you have any questions for Ask the Experts or would like to be featured in the next issue, please email us at tips@coect.co.uk.

We wish you all a smooth transition into the start of the academic year and thank you for your continued support.

Best wishes

Sair, Sarah and the team at The Centre of Excellence in Child Trauma

MeettheTeam!

TheCentreofExcellenceinChildTraumaismadeupofateamofexpertswhohave essentialreal-lifeexperience.WeareAdopters,FosterParentsandBioparentsof neurodiversechildren,andalsoworkasprofessionalsinthefield.

ExecutiveEditor-SarahNaish SarahisaTherapeuticParent,an Adopteroffivesiblings,former FosterParent,retiredSocial Worker,Bestsellinginternational Author,KeynoteSpeakerand founderofthreeIndependent TherapeuticFosteringAgencies.

ManagingEditor-KathrynTalbot KathrynworksacrossCoECT, specialisingincommunications andpublicrelations

ExecutiveEditor-SairPenna Sair(Sarah)isaTherapeutic Parent,Trainer, and TherapeuticParentingCoach DirectorofNATP,Wickselm HouseLearningCentreCIC andIndependentPanelChair fortwoTherapeuticFostering Agencies

Contributor-EmmaEdwards EmmaisaTherapeuticParent, Adopter,DirectorofNATPand TheHavenParentingand WellbeingCentre

Contributor-SarahDillon SarahisaTherapeuticParent,an AttachmentTherapist,Keynote speaker,formerchildincare, Author(TherapeuticParenting) HeadofTherapeuticServices (Fostering)

Contributor-DanielThrower DanielThrowerisCEOofThe WensumTrustinNorwichand formerHeadteacherofan ‘outstanding’infantandnursery school OverDaniel’s25yearsof teachinghehasworkedwitha hostofexpertstoprovideabetter understandingwithineducation oftheneedsofchildrenwhohave difficultieswiththeirmental healthandthosewhohave sufferedearlylifetrauma

Contributor-HannahO'Brien Hannahhasover20years’ experienceinchildcareand alternativeeducation Hannahis CEOofWickselmHouseAlternative LearningCentre,providingsocial, emotionalandeducational opportunitiesforchildrenwith socialandemotionmentalhealth andattachmentchallenges

Contributor-AnneOakley AnneOakleyhasworkedina mainstreaminfantandnursery Schoolforover20years.During thistimeshehassupported childrenwhohaveexperienced earlylifetraumaandchildren withautism.Sheledasuccessful outreachservicetomainstream schoolsforchildrenwhohad suffereddevelopmentaltrauma.

Wickselm House Learning Centre

Proud to be doing learning differently!

Written by Hannah O'Brien, Founder and CEO of Wickselm House Learning Centre CIC

In September2021Iwasgiven theopportunitytocollaborate withaninspiringgroupoflikemindedprofessionalswhoheld asharedvisiontocreatea

uniqueandentirelynewlearning environment

Wewerebroughttogetherbyour individualexperiencesofmainstream educationalsettingswhich,despitethe besteffortsofdedicatedstaffwereunable tomeettheneedsofyoungpeoplewith complexSEMHneeds

Throughouroutdoorethos,on-sitefarm andover15acresofspace,weprovidea therapeuticenvironmentwherechildren canfeelsafe,heard,andvalued, connectingwithanimalsandnaturewhile

ISSUE 5

accessingafullacademiccurriculum attheirownpace,withequalemphasis onsocial,emotional,spiritual,and physicaldevelopment Ourstaffteam workcloselytouseacommon languageandapproachtoenable thosewecarefortoexperience aconnectedandpredictablesafe space.

Weworkinpartnershipwithparents, carers,andmainstreamschoolsto provideholisticsupportforchildren A therapeutic,trauma-informed approachunderpinsourpracticein whicheverychildisvaluedand celebratedfortheirindividual uniqueness.Weneveruseshamingas aclassroompracticeorreward-based systems,butinsteadcelebrate children'sprogressthroughauthentic

praiseandwonder Ouraimistooffer themapathwayintofull-time educationandvocationaltraining, enablingthemtoleadfulfillingadult livesandcontributepositivelytoour globalsociety

Ibelieveahugecontributortoour successisthecreativefreedomand lackoftarget-basedpressureourstaff areaffordedbecausewearean ‘alternativeprovision’wewriteourown curriculumandtrackwhatwethink progresslookslikeinourownway.

Theteamofteachers,therapistsand supportstaffatWickselmHouseare passionate,joyful,andutterlychild centeredinalltheydo,andourchildren arethriving.

4

Photo: ©Wickselm House Learning Centre CIC

Ourchildrenallenterthesettingin theirownwayeachmorning,some bangingloudlyonthedoorfive minutesbeforeweopenandothers needingaquiethelpingpawand hellofromafurryfriendtoleavethe safetyoftheircar.

Thechallengesouryoungpeople facearevariedandcomplexranging fromanxietywhichmakesleaving thehousealmostimpossibleto fearfulviolent,controllingbehaviour whichhascreatedan insurmountablebarriertolearning andsocialinteractions.

Ithasbeenagreatprivilegetojoin thesechildrenontheirWickselm journeyandwatchhowspace, patience,kindnessandauthentic skilledpracpractitioner's understandinghasenabledthemto makeinspiringprogressbothin settingandintheirwiderlives

Iamgoingtosignoffbyhanding overtothechildren Intheirown honestanduneditedwordshereis whythechildrenchoosetospend timeatWickselmHouse;

Q:WhatdoyoulikeaboutWickselm?

A:(1stChild)IloveWickselm My favouritethingisgoingtothewoods.

A:(2ndChild)Everything!

Q:Whatdoyoufindtrickyat Wickselm?

A:(1stChild)Idon’tlikepeoplebeing meantomebutthegrownupshelp metoignorethemanddosomething funwithmyfriendsinstead.

A:(2ndChild)Theoldchef’smacand cheesewasyuck!ChefHelen’sisnice though.

Q:Whathaveyoubeenlearningat Wickselm?

A:(1stChild)Ihavebeenlearningnew wordsandhowtodohandstands

A:(2ndchild)LastyearIlearnedtoride abikeandhowtoread!

The A-Z TraumaInformed Teaching is Out Now!

The CoECT schools team are excited to announce that their new book 'The A-Z of Trauma Informed Teaching' is now available on Amazon and through other good book stores

The book can be ordered on Amazon using this link tinyurl.com/y6zy6krz

Photo: ©Wickselm House Learning Centre CIC

An overview of the A-Z in TraumaInformed Teaching

Written By Anne Oakley and Daniel Thrower

WewerethrilledwhenSarah Naishapproachedusto writeTheA-ZofTrauma InformedTeaching,based ontheoriginalformatfor

herbest-sellingA-ZofTherapeutic Parenting.Wewantedthisbooktobe aresourcethatteachingstaffcould quicklyreachforintimesofstress andmuchneededinspiration,aswell asabooktheycouldcomebacktoin moredetail,whentimeallows We knowthetimingofthisbookcouldnot bebetter Wehavealsoheardthat manyparentsandcarersare planningtoeitherpurchaseor recommendthebookfortheirchild’s educationsetting

Ineducationsettings,overrecent years,therehasbeenagrowing interestinadversechildhood experiencesandchildhoodtrauma. Manysettingswillnowhavestaffwho havecompletedtrainingaroundthis subject,whichhasundoubtedlyledto agreaterawarenessoftrauma informedapproaches,the importanceofrelationshipsandan understandingofhowearlychild developmentisimpacted.Training howevertendstobegeneric.Itisnot easilytranslatedintodifferentage ranges,anddoesnottakeinto accountthehugespectrumof differentneeds Italsotypicallyoffers verylittleguidancetoteachingstaff intermsofthepracticalapplication

neededfortheinteractionsand day-to-daycareofchildrenwhofeel overwhelmedwithinourbusy settings

Ourprimaryschoolshavemore recentlymetwithatsunamiof needs;staffshortages,financial limitations,overwhelmedteaching teams,togetherwithchildrenwhose confusingresponsesoftenmask hugelevelsoffearandundeveloped skills.Indeed,anincreasingnumber ofchildren,whethertheyhave experiencedchildhoodtrauma,or theyareneurodivergentare strugglingtoflourishinourbusy settings.Theyneedsupportto managedevelopingordifferent learningstyles,sensorysystems, nervoussystems,emotions,actions andresponses.Unfortunately,the needforoursettingstofocuson academicoutcomesandto promotepositivebehaviourmakesit difficultforsomeschoolstomove awayfrompurelymanaging behaviour,towardsunderstandingit.

Thedevelopmentoffoundational self-regulationskills,whichall childrenneedforemotional wellbeingandlearning,arenot fullyunderstoodorprioritised Verysadly,parentsandcarersof ourchildren,alltoooftenfeel judged,frustratedand marginalisedfromthevery beginningoftheirchild’s education.

Akeyaspectofsocialand emotionallearningistryingto understanddifferent perspectives;withoutwhich,we cannotbetrulyempathetic.The hiddenbeautyoftrauma informedapproachesisthatifwe canalwaysbecuriousand empathetictowardseverychild whoseresponseschallenge ‘schoolshaped’mind-sets,ifwe cantrulyclimbintotheirworld, thenusingthissamephilosophy, wewillbegintounderstandand

©John Foxx from Photo

Images via www.canva.com

accepttheneedsofeverychild,every familyandeverycolleague

Ourparentsandcarersareour children’sbiggestexpertsand advocatesandthereforeanessential partoftheteam Byauthentically embracingthisrelationship,always keepingtheminmind,sharing ongoingexperiences,strategiesand earlylifestories,wegainabetter understandingoftheneedsofour childrenandtheneedsofourparents andcarerstoo.

Childrenneedtoknowthattheir parentsandcarerstrustus,andthat wetrustthem;thatweareworking ‘shouldertoshoulder’aspartofone team Often,theyseetheirtwoworlds –educationandhomeasbeing completelyunconnected Theyneed toknowthereforethatweshare celebrationsandtribulations!This alsohelpseveryonetobeopentothe

possibilitiesoftriangulationand compartmentalising Ourchildren cananddorespondsurprisingly differentlywithdifferentadultsand indifferentsettings,whichcauses confusion,stressandpainonall levels Beingawareandopento discussionsaroundthispossibility preventsfeelingsofblame, frustrationandopposition

Crucially,thisrelationshipalso allowsparentsandcarerstoexplain howitfeelstoreceiverelentless negativefeedbackattheendofthe day,oradmithowdifficultthingsare forthemathome Theyneedto knowtheycansafelysaywhen compassionfatiguehastakenthem totheendoftheirtether

Ifaparentorcarerhasfoundthe couragetoadmitthis,thenweneed toembracethemwithgenuinely empatheticarmsandask–‘Isthere

anythingwecandotohelpyou rightnow?’

InTheA-ZofTrauma-Informed Teachingwetalkmoreabout ‘gateshaming’,after-school restraintcollapse,triangulation andcompassionfatiguewhichis adevastatingconditionfor parentsandteachingstaffalike andyet,notcommonly recognisedinschools.

Sometimes,ittakescourageto shareandacceptworriesand difficultieswithoutfeeling defensive,butifourteachingstaff, parentsandcarers,acceptthey canlearnfromeachother; problemsolveandcompromise together,webuildandmaintaina mutuallytrustingrelationship, whichultimatelybenefitstheir child’seducationandeveryone’s emotionalwellbeing

Working With Schools Webinar Series

This

webinar series

looks at some of the potential difficulties which parents face with their child's school, and how they can overcome them to create an effective parent -teacher working partnership.

Outstanding Achievement!

It is now official, TRUE Fostering is an ‘Outstanding’ fostering agency as rated by OFSTED. Following the inspection in July, the report has been published, which highlights the work undertaken by foster parents and staff Acknowledging our amazing foster parents, the inspector writes, “foster parents are skilled and knowledgeable in therapeutic parenting. They understand that children’s behaviours are linked to the trauma they have experienced, and they respond to them with understanding, love and patience This leads to exceptional outcomes for children.” The report also talks about the comprehensive mechanism in place to assess, match and monitor the progress of children in our foster families This ensures that children remain with foster parents long-term In talking about TRUE’s therapeutic service, the inspector states “The support offered to foster parents is outstanding. The agency employs empathic listeners, counsellors and an attachment therapist to provide a range of high-quality support ” Summarising, the inspector states that “the actions of the fostering agency contribute to significantly improved outcomes and positive experiences for children and young people ”

It is no surprise that TRUE Fostering is a growing agency, receiving daily interest from foster parents wanting to transfer as well as applicants wanting to start their fostering journey! TRUE uses the Therapeutic Fostering Assessment (TFA) throughout their assessment process and this has contributed significantly to the underpinning knowledge of Trauma-informed practice and Therapeutic parenting ethos

TRUE has appointed a new Therapeutic Social Worker for our emerging new region of East Anglia / Cambridgeshire Jess Cooke started in August and will be attending the new Professional Therapeutic Development Groups that will start in the region in September led by our renowned attachment therapist Sarah Dillon

Teachers can Compassion Fatigue too!

Written By Sair Penna

When we truly enjoy an activity, we often find ourselves wanting to do the best we can in that area of our lives Yet, sometimes

factors unexpectedly impact our motivation, especially when those factors influence other important aspects of our lives

In this article we are going to explore compassion fatigue in teachers and support staff, what it might look like, and how to prevent it

I am sure many teachers are aware of embracing the positives and managing the pitfalls in the teaching profession. As a former teacher for several years, I invested my time in weekends and evenings because I wanted to keep up with my workload, and I enjoyed planning lessons and teaching.

I often wondered whether just using my PPA time for lesson planning would be enough to create engaging lessons without sacrificing my time outside of work Would I had enough time to get everything complete?

However, my priorities changed when our family came along I didn’t feel I could give as much time at weekends and evenings, and commuting time would have made the work/life balance non-existence I could not see it working without it significantly impacting our family life at the time, so for me it was time to leave the profession

Teaching is undoubtedly a rewarding profession, but it comes with its fair share of challenges Identifying signs of exhaustion and taking necessary measures to avoid entering compassion fatigue and reaching physical and mental burnout is crucial for you to be able to enjoy what you are doing

What is Compassion Fatigue?

Compassion Fatigue encompasses a wide range of physical, emotional, and psychological symptoms that are often experienced by individuals who are providing support to others who are going through stressful or traumatic experiences This condition can profoundly impact the well-being of those working in helping professions, and it is important to be aware of the signs and symptoms of Compassion Fatigue to prevent and manage its effects. This can cause exhaustion, brain fog, a decreased ability to empathise with the children and young people we work with and, in some cases, a reluctance to attend work

What triggers Compassion Fatigue?

At The Haven Parenting and Wellbeing Centre we work with a range of clients who experience Compassion fatigue, and there is always a source, and that source is usually something which they are triggered by daily. With parents, the source is usually related to their child

and associated behaviours they are displaying This can be prevalent in families where the children are neurodivergent, display high needs and those who have experienced trauma.

Compassion fatigue within the teaching profession can be triggered by the systems in the workplace, in particular workload and demands, classroom management: in particular student behaviour-based triggers and also the growing and changing needs of children and families in the educational setting This can all take its toll, and teachers may see themselves slipping into compassion fatigue before they reach burnout

It is also easy to misread the signs and symptoms of compassion fatigue; maybe your run down in the first few weeks of term, feeling like you are wading through treacle, and dismiss it, putting it down to the back-toschool transition and related colds, coughs and other illnesses that may be around at that time of year. This is where it can creep up on individuals over time; often, you

Photo: © K arolina Grabowska from Pexels via www.canva.com

may not notice these signs and symptoms straight away However, the good news is that once you recognise compassion fatigue and know the signs you display when slipping into compassion fatigue, you can prevent it

Interrupting Compassion Fatigue.

In an ideal world, when we slip into compassion fatigue, we have time away from the source which is causing us compassion fatigue. In this instance, it would be the learning environment, students, and colleagues Time off is not always reasonably possible unless we are is signed off wotk by medical professionals

Enter the concept of work-life balance. What if you could achieve a work-life balance that meets the demands of your professional and personal life without sacrificing the quality of either?

Striving to implement a more balanced worklife routine can be difficult; many know what they need to do to achieve the balance but don’t have the energy to implement it and get started If you are stuck in getting started, here are some suggestions to begin with, which you may find helpful:

1 Write down your priorities: It's helpful to figure out what matters most in life and prioritise those things This will help you use your time and energy wisely so that you can reach your goals.

2 Set your Boundaries: Making sure you have a healthy balance between work and personal life is key! One way to do this is by creating clear time slots for your work and personal activities. Another option is to completely

unplug from work during your time off - this may take practice!

3. Time out for you: Remember to take care of yourself and prioritise your well-being by enjoying activities that bring you happiness. Whether it's reading a book, going for a hike, or spending time with loved ones, make sure to carve out time for these important self-care practices

4. Have a plan and get organised: If you're looking to achieve a great work-life balance, it all starts with managing your time effectively. One of the best ways to do this is by getting organised Trust me; it's a game-changer when it comes to being more productive overall

5. Embrace Mindfulness Techniques: Practicing mindfulness and staying present can be a powerful tool in reducing stress and anxiety levels Additionally, utilising a pyschosensory called Havening can also be an effective method for reducing workplace stress and delinking behaviours displayed by children, which you find triggering

By incorporating these techniques into your daily routine, you can improve your overall well-being, improve the child/teacher connection with children who display connection-seeking behaviours thst you are triggered by and also experience a greater sense of calm and balance in your daily life

6. Ask for help: Asking for help is a sign of strength, not weakness. It's always a good idea to reach out to colleagues and management when you need a support with tasks at work

7. Learn to say no: If you're feeling swamped with work and other obligations, it's crucial to start prioritising and not taking on every task that comes your way This simple shift can make a tremendous impact and help you find the balance you need to thrive Also, it alerts management that you are at capacity witu work, before you experience overwhelm and slip into compassion fatigue.

It can be difficult to balance work and home life, and starting to make that change can also be tough at first. The habits we form become habits because they are established. Changing them suddenly requires adjustment and consistency to make them stick

Take small steps towards your goals and be consistent Saying yes to everything can make work-related expectations unachievable. Establishing boundaries and knowing your limits is important to avoid compassion fatigue and burnout, allowing you to enjoy your work

Photo:©Marrio31fromGetty Imagesviawww.canva.com

ASK THE EXPERTS

Letourteamofexpertswithfirst-hand experience,guideyouthroughsomeofthose trickymoments!

“My child is feeling anxious about starting a new school in September in year 5 Can you suggest anything I can tell the school staff to help with the transition?”

J Wise, Cornwall

Anne&Hannahreply:

Movingyeargroupormovingschools canbringawholehostofemotions foranychild Somechildrenwilllook forwardtoafreshstart,butmost childrenwillfeelsomeanxietyaround change Forchildrenwhohave experiencedtrauma,thelossofa predictableenvironment,friends, familiaradultsandallthatfeltsafeto them,canresultinenormousworries andfears.

Wheretheycan,mostschoolswill starttransitionplanswellinadvance andtheywilltrytothinkaboutthe needsofeverychildatthattime In reality,formanychildren,preparing forbigtransitionstooearlycanjust lengthentheperiodofconfusion, anxietyanddistress,soitmaynot alwaysbeadisadvantagewhen childrenhavenothadweeksto prepare Itishoweveressentialthat asparents,youareinvolvedandwork togetherwiththeschooltomakesure thatanyplansarespecificforyour child

Ifyouhaven’talreadydoneso:-

Arrangetomeetorspeakwiththe headteacher,SENDCoorInclusion

Leadandyourchild’snewclass teacher Shareyourchild’searly lifeexperiencesanddescribewhat familylifelookslikenow

Makethemawareofwhatyour childknowsabouttheirearly experiencesandwhethertheyare generallyhappytotalkabout these Itisessentialthatyour child’snewteachingteamismade awareofallthisinformationtoo

Talkaboutyourchild’sinterestsand strengths Perhapsthesecouldbe usedinitiallytobuildconnectionswith theirnewclassmatesandteaching team Amemberoftheirteaching teammaysupportthesamefootball team;aclassmatemayenjoyplaying thesamegameorlisteningtothe samemusic?Theseconnectionsare vitalfordevelopingnewfriendships Dependingonyourchild’s developmentalneeds,strengths,and interestsarealsousefultoengagea reluctantoranxiouslearner Findoutwhowillbeinyourchild’s teachingteamandwhetheranyonein thisteamorwiderschoolwillbe consistentlyavailabletosupportyour child’semotional,socialorlearning needswhenneeded

Askyourchildwhatwouldhelpthem rightnow Wouldithelpyourchildto visittheirnewclassroomormeetkey teachersbeforealltheotherchildren start?Thismaybepossibleifthe schoolhastrainingdaysbeforethe termstarts.Willyourchildbebetterto jointheirnewclassforfulldaysfrom thestartoftermorforareducedtime eachday?Dotheyneedasafeplace theycanretreattowhentheybeginto feeloverwhelmed?Dotheyneeda favouritekeyring,pen,orsomethingof yourstoknowthatyouarealways thinkingofthem? Youknowyourchild thebestandwill,therefore,havea clearerideaifthesearegenuine issuesandwhatyourchild’spreferred strategieswouldbe Ensurethatany plansareachievablefortheschool andthatyourchildwillnotbecome dependentonstrategiesthatarenot appropriateinthesettingorcannot becontinuedlong-term.

Itmaybenecessarytodiscussor makeaplanforsomethingwefeelis relativelyinsignificant Perhapsyour childneedstoknowtherouteto

school,wheretheirdeskis,where theywillhangtheircoat,wherethe toiletsare,whichdoortheyuse,what theirtimetablelookslike,whowillbe pickingthemupeachday,whether thereisasomewherequietertogo whentheyneedit,orwheretheygo atlunchtime?

Becomefamiliarwiththe environmentyourchildwillbe usingandtheirtimetable Are thereanyobviousareasthat couldcausedifficulties,orresult insensoryoverwhelm?

Beawarethatsettlingintoanew classorschoolmaytaketime andcanleadtoanescalationof behaviourora‘honeymoon’ period Forsomechildren,anew schoolmayalsobeaplace wheretheydonotfeelconstant shameresultingfromahistoryof theirfear-basedresponsesand wherenewclassmatesand teachingstaffwillnotknowwhat hasgonebefore Makeinitial planswiththenewschool therefore,butnothinglong-term, arrangingtoreviewanyplans regularlyorwhenneeded

Usetheinformationyouhave gatheredaboutthenewschoolto chattoyourchildandframethe moveinapositiveandreassuring light Beatrustedandsafebridge betweentheunknownnewstaffand environmentbyendorsingthemfor yourchild Lettheschoolstaffknow thisispartofyourplan Forexample somethingassimpleas‘whenImet withyournewteacherMrsClarkI reallylikedhershetoldmethisfunny story ’Thiswillbothhelpyourchild toseeyouarefeelingpositiveabout thechangeandlettheschoolknow youwanttoworkinpartnership

INFORMATION FOR SCHOOLS

Pre-birth and birth Indicators to Early Trauma

An NATP Resource

Let'sexplorethepre-birthand post-birthindicatorstoearly trauma,andhowthose experiencescanimpactthe childandtheirschool experience EarlyTrauma

canbecausedbyanumberof indicatorsotherthanmaltreatment andneglect,suchas.

MaternalPrenatalStressrefersto chronicorprolongedperiodsof stressexperiencedbythemother, leadingtoelevatedlevelsof cortisolthatarepassedontothe child.Thiscanresultinsensory issues,possible neurodevelopmentaldisorders anddifficultywithself-regulation.

BirthTraumawherechildand motherwereputunderstress duringlabour.Theprocessof givingbirthcansometimesleadto birthtrauma,whereboththe newbornandthemotherundergo stressandphysicalstrain Thiscan beachallengingexperiencefor bothmotherandbaby

Temporaryisolationfromparents, suchasinaSpecialCareBaby Unit,canleadtopossible attachmentandanxietyissuesin prematurebabies

EmotionalAbsence,shortperiodof emotionalconnectioncausedby

PostNatalorPostAdoptive Depressioninparent/s Thiscould alsoleadtopossibleattachment issues,impactontheirInternal WorkingModel(howtheyview themselvesinrelationtohow othershavetreatedthem)and highanxietylevels.

Achildwithasecureattachmentto theircaregiver,whohadtrusted adultsasababy,andnohistoryof maltreatmentcanunderstandcause andeffectbetter Theyhave developedtrustingrelationshipswith theirparentsandcandemonstrate empathyforthemselves(including past,present,andfutureselves)and theirpeers TherapeuticParenting supportsthisdevelopmentoftrust

Somethingsyoumayseeinthe classroom

Whenachildhasastrongbondwith theirparentandhasgonethrough earlytraumawithoutbeing mistreatedorneglected,theyusually handlethemselveswellatschool But oncetheygethome,theymay strugglewiththeirbehaviourdueto exhaustionfrommanagingtheir emotions,behaviourandbeing overwhelmedbydifferentstimuli. Childrenthathavesufferedfrom

AdverseChildhoodExperiences (ACEs)–traumasuchasneglect andabuse However,ifthebehaviour isdisplayedinclass,youmaynotice someofthefollowing:

Thechildhasdifficultysittingstill orconcentratingmaybecaused byelevatedlevelsofthestress hormonecortisol,whichcanlead torestlessnessandagitation

ThechildmayhaveaSpecial EducationalNeedwhichaffects theirabilitytorememberrecent topics Thiscouldbelinkedto earlytraumaanditsimpacton neurologicaldevelopment Childrenwhohavetroublewith followinginstructionsand retainingthemmayhave underlyingfactorssuchas sensitivehearingordelay neurologicaldevelopment.

Sensoryissuescancause difficultiessuchas hypersensitivitytostimuli,trouble withtemperatureperception,and discomfortwithcertaintexturesin clothing.Thechildmayalso experienceextremereactionsto painorbeunawareofsensations thatothersmayfeel.

Photo: © Choreograph from Getty Images via www.canva.com

Unrealisticexpectations

Understandingwhycertain expectationsarenotrealisticforthe childtoachievecanhelpyou supportachild'slearningand engagementintheclassroom.

Itisunrealisticto expect:

Homeworktobecompletedor,if completed,anykindofaccurate reflectionofthechild’s perceivedability Therapeutic parentingstrategiesprioritise buildingatrustingrelationship withthechild,focusedon nurturing However,children maystruggletoregulateat homeeveniftheyhave managedtheirbehaviourwell duringtheday Bypractising TherapeuticParenting,parents canhelptheirchildregulate theiremotionsandidentify triggersfordysregulation,such asfood,sensoryissues,and fatigue

Torelysolelyonconventional behaviourmanagement systems–Sometimes,children getrestlessduetosensoryor cortisolissues,makingitdifficult forthemtositforlongperiods Discipliningtheminsuch situationsisineffectiveand shamesthem

SomethingstheschoolCANdoto supportthechild.

Thenatureofteachinginthe classroomenvironmentmeans manychildrenhavevarying learningneeds Ifachilddisplays challengingbehaviour,possibly duetotiredness,hunger,orsensory issues,basicchangescanbemade toensureamorepositiveschool experience

Regulatecortisollevelsthrough exercise,movement,rocking, andmarchingwhilebeing mindfulofthechild’slevelof sugardependency.

Aquietplacetoescapetooran exitstrategyifnecessary Monitoringofoverlycompliant childrenandsupportingtheir personalboundariesregarding compliancewithpeers.

Herearesometherapeutic parenting/trauma-informed strategiesformakingquick changesthatyoumaywantto considerimplementing:

InsteadofTryAsking,‘Whydid you…?’“Iwonderif”.Avoid conflict/confrontation.Create “win,win”situations

Avoidconflict/confrontation Create“win,win”situations Reactingemotionallytothe child’sbehaviour

Statewhatyouknow,ie “Isee youhave…”

Strugglingtogetthechildto perform–(youwillbedrawninto agame)

“That’sok,youcanrestuntilyou areready”(thenwait,nothing elsehappens)

Givingchances(changingrules)

BeawareofPOTENTIALTRIGGERS, whichmightbe;

OncexiscompletedyoucandoY. ChangesinclasslayoutChildrenmayexperiencesensory differencesifthelayouthas changed,andtheclassroom looksorfeesldifferenttothem.

Transitions–Ifthereismovement betweenlessons,thiscantrigger achild The

childoryoungpersonmaybe moresettledstayinginone roomtomaintainfamiliarity, makingthemfeelsafe

Tiredness Ifachildistired,they maystruggletohandle situationsandregulatetheir emotions

Sensoryrelatedissues(bright lights,noisyenvironment)which canleadtothechildstruggling toregulate Schoolcanreallyhelpthechild tomanagethesetriggersby; Preparingthechildforchange (Anytransition) Beingawareoftimings.

Supportingotherchildreninthe classtounderstandbehaviours anddevelopempathy Books–‘WilliamWobblyandtheVery BadDay’,‘WilliamWobblyand theveryHoleyJumper’ Removetheaudiencewhere possiblewhenthechildneedsto regulate.(Thinkaboutwhich audiencethechildisplayingto) UsetacticalignoringbutWITH empathy Plannedignoringwill escalatethechild

It'simportantforschoolstobe informedaboutthesepotential issues,sotheycanhelpchildrenand youngpeoplewhomaybegoing throughatoughtime

More NATP resources can be found at www naotp com

Photo: ©Katerina Holmes from Pexels via www.canva.com

Wearelookingforpeoplewhohaveaninterestin coordinatingpeersupportgroupsforotherparentsand theirfamilies.

WHAT'S ON? COECT EVENTS

September - December 2023

PEERSUPPORT-VIRTUAL LISTENINGCIRCLES

Monday4thSeptember2023–VirtualListeningCircle forAustralia-https://tinyurlcom/bdfwt39t

Wednesday13thSeptember2023–SGO/KinshipCarer VirtualListeningCircle-https://tinyurlcom/yc65m5bx

Friday15thSeptember2023–VirtualListeningCirclefor AdoptiveandFosterParentshttps://tinyurlcom/3kcdsufe

Tuesday19thSeptember2023–VirtualListeningCircle: SchoolIssues-https://tinyurl.com/43tun5w8

Monday2ndOctober2023–VirtualListeningCirclefor Australia-https://tinyurlcom/56mx5pzv

Wednesday4thOctober2023–SGO/KinshipCarer VirtualListeningCircle-https://tinyurl.com/yc6hnf7k

Monday6thNovember2023–VirtualListeningCircle forAustralia-https://tinyurlcom/yu5hdzrc

Wednesday8thNovember2023–SGO/KinshipCarer VirtualListeningCircle-https://tinyurlcom/4ak6eb66

Wednesday6thDecember2023–SGO/KinshipCarer VirtualListeningCircle-https://tinyurlcom/5592z3fe

Tuesday19thDecember2023–SGO/KinshipCarer VirtualListeningCircle-https://tinyurlcom/svw4z3fe

THINKINGOFBECOMINGA VOLUNTEER?

JOINONEOFOURINFORMATIONSESSIONS TOFINDOUTMORE.

Monday11thSeptember2023–NATPVolunteer InformationSession -https://tinyurl.com/bddz68vm

Monday6thNovember2023–NATPVolunteer InformationSession-https://tinyurlcom/2tunzht8

Tuesday12thDecember2023–NATPVolunteer InformationSession-https://tinyurlcom/2usem54z

PEERSUPPORT-IN-PERSON LISTENINGCIRCLES

Friday1stSeptember2023–SomersetListeningCircle - https://tinyurl.com/2c6mr5xp

Wednesday6thSeptember2023–BristolListening Circle -https://tinyurl.com/mr4ysyua

Tuesday12thSeptember2023–Cambridgeshire ListeningCircle- https://tinyurlcom/bdd7cszr

Wednesday20thSeptember2023–Cambridgeshire ListeningCircle- https://tinyurlcom/4vappyz9

Monday25thSeptember2023–Gloucestershire ListeningCircle-https://tinyurl.com/f9t7u5pw

Wednesday4thOctober2023–BristolListeningCircle -https://tinyurl.com/3jr5dfy4

Friday6thOctober2023–SomersetListeningCirclehttps://tinyurlcom/5n9xempa

Tuesday10thOctober2023–Cambridgeshire ListeningCircle-https://tinyurlcom/5n7z4xzd

Monday23rdOctober2023–GloucestershireListening Circle-https://tinyurl.com/2s3926td

Wednesday1stNovember2023–BristolListening Circle- https://tinyurl.com/yhsy3vty

Friday3rdNovember2023–SomersetListeningCircle https://tinyurlcom/47f6wnt3

uesday14thNovember2023–Cambridgeshire ListeningCircle-https://tinyurlcom/3wu6u5ju

Monday20thNovember2023–Gloucestershire ListeningCircle-https://tinyurl.com/4jzdsthy

Friday1stDecember2023–SomersetListeningCircle https://tinyurl.com/yhuawpum

Monday4thDecember2023–Gloucestershire ListeningCircle-https://tinyurlcom/m7dubw7h

Wednesday6thDecember2023–BristolListening Circle-https://tinyurlcom/mr43hhaz

Tuesday12thDecember2023–Cambridgeshire ListeningCircle-https://tinyurl.com/ye7xshyy

WHAT'S ON? COECT EVENTS

September - November 2023

ONLINETRAINING

TraumaRevolutionWebinars

Spitting–Wednesday,30thAugust,10:00-11:00AM(BST)

JoinusforaninteractiveonlinewebinarfeaturingLauraTaylor Inthiscaptivatingsession,Lauradivesintotheoftenmisunderstoodtopicofspittingandoffersvaluableinsightsandeffectivetechniquesforparentsandcaregivers Don'tmissout onthisenlighteningopportunitytobetterunderstandandaddressspittingbehaviourswithinatherapeuticparenting framework https://tinyurlcom/2s444xsf

SexualisedBehaviour-28July,12:00–13:00BST

Itcanbeveryfrightening,evenhorrifying,tocomeacrossaveryyoungchildwhois,or,appearstobe,sexually knowledgeableandactive;butifwecanputasideourownhorrorandrevulsionandseewhatthebehaviouris reallytellingus,wecanatleaststartoffwiththerightmindset

Stealing–Wednesday6thSeptember,10:00-11:00AM(BST)

Shame–1 August,10:00–11:00BST

Discoverinvaluablestrategiesandsolutionsfordealingwithstealingbehavioursinthisexclusiveonlinewebinar.Gainpractical insights,learneffectivetechniques,andreceiveguidanceonhowtonavigatethischallengingbehaviourwithpatienceand understanding Don'tmissthisopportunitytojoinLauraforanenlighteningsessionthatwillempoweryoutoaddressand supportyourchild'sneedsinanurturingandpositiveway https://tinyurlcom/2s444xsf

JoinLauraforaone-hourlivewebinaronShame Shameisapowerfulandpervasiveemotionforchildren This webinarwillexplorethereasonsbehindshame,howitmanifestsinchildren,andstrategiesforsupporting childrentoovercomethisdebilitatingemotion ThewebinarwillalsofeatureaQ&Asession,wherewewill answeryourquestionsandprovideinsightsintohowtohelpyourchild.

Swearing–Wednesday13thSeptember,10:00-11:00AM(BST)

Joinusforaninsightfulsessionthatexploreseffectivestrategiesandsolutionsforaddressingandunderstandingthe complexitiesofswearingwithinatherapeuticparentingframework.Don'tmissthisuniqueopportunitytolearnfromexpertise, gainvaluableinsights,andempoweryourselftoguideyourchildtowardshealthiercommunicationhabits https://tinyurlcom/2s444xsf

SiblingRivalry-10August,10:00-11:00BST

Obsessionsoftenhappenbecauseourchildrenstruggletobestilland'comfortableintheirownskin’When theyarestill,thetrauma,anxietyandemptinessseembiggerandmakethemfeeluncomfortable,drivento actionandtofindadistraction Joinusforthislivewebinarwithmanyusefulstrategiessurrounding obsessions

Transitions–Tuesday19thSeptember,10:00-11:00AM(BST)

Joinusforaninsightfulonlinewebinaraswedelveintotheworldofeffectivetransitionsintherapeuticparenting InTransitions basedontheacclaimedbook"TheA-ZofTherapeuticParenting:Strategies+Solutions"bySarahNaish,wewillexplore practicalstrategiesandsolutionstohelpyousupportyourchildthroughvarioustransitions Whetherit'smovinghomes, startingschool,oradjustingtoanewroutine,thiswebinarwillequipyouwiththetoolsyouneedtoensuresmoothertransitions foryourchild Registernowandembarkonatransformativejourneytowardsbettertransitions https://tinyurlcom/2s444xsf

Triangulation–Monday25thSeptember,12:00–1:00PM(BST)

JoinusthisweekforourwebinarbasedonTriangulation.Triangulationisacommondynamicthatoccursinfamilysystems, oftenleadingtoconflicts,powerstrugglesandcommunicationbreakdowns.Thiswebinarwillprovideyouwithpractical strategiestonavigateandovercometriangulationdynamicswithinyourfamilysetting https://tinyurlcom/2s444xsf

Ungratefulness–Wednesday4thOctober, 10:00-11:00AM(BST)

Joinusforaneye-openingonlinewebinarasweexplorethecomplexissueofungratefulnessinparenting Wewilldelveinto practicalstrategiesandsolutionstohelpyouaddressandovercomeungratefulnessinyourchild Whetherit'steaching empathy,reframingexperiences,orfosteringacultureofgratitudewithinyourfamily,thiswebinarwillprovideyouwiththe toolsyouneedtocultivategratitudeandstrengthenyourparent-childrelationship https://tinyurlcom/2s444xsf

UrineIssues–Wednesday11thOctober,10:00-11:00AM(BST)

Joinusforaninformativeandcompassionateonlinewebinaraswetacklethesensitivetopicofurineissuesinparenting We willdelveintopracticalstrategiesandsolutionstoaddressandovercomechallengesrelatedtourineissuesinchildren Laura’s gentleapproachandexpertisewillguideyouthroughunderstandingtheunderlyingcausesofurineissues,exploringeffective techniquesformanagingandresolvingthem,andcreatingasupportiveenvironmenttofacilitatepositivechange.Whetherit's bedwetting,accidents,orotherurinaryconcerns,thiswebinarisdesignedtoequipyouwiththeknowledgeandtools necessarytonavigatethesesensitiveissueswithempathyandunderstanding https://tinyurlcom/2s444xsf

Whining–Monday16thOctober,10:00-11:00AM(BST)

Areyoutiredofdealingwithconstantwhiningfromyourchild?Joinusforaninsightfulandpracticalonlinewebinarinspiredby SarahNaish'srevolutionarybook,"TheA-ZofTherapeuticParenting:Strategies+Solutions."Laurawillguideyouthrough understandingtheunderlyingcausesofwhining,exploringpowerfultechniquestoaddressit,andfosteringahealthier communicationstyle Don'tmissoutonthisopportunitytogainvaluablestrategiesandsolutionstoturn https://tinyurlcom/2s444xsfthosewhinesintosmiles

Strangers,VisitorsandXenophobia-Wednesday,25thOctober, 10:00-11:00AM(BST)

Areyouconcernedabouthowxenophobiamayaffectyourchild'semotionalwell-being?Joinusforanilluminatingonline webinarbasedonSarahNaish'srenownedbook,"TheA-ZofTherapeuticParenting:Strategies+Solutions."Thiswebinaroffers asafespacetoexploresensitiveissuessurroundingxenophobiaandequipsparentswithtangibletoolstohelptheirchildren navigatethesecomplexemotions https://tinyurlcom/2s444xsf

ListeningCircle Viewpoint

Thisissuewehearfrom NATPListeningCircle Co-ordinator Claire

WrittenByClaireBagley

IhavebeenrunningtheListening CircleinNorthantsforafewyears

WhenIjoinedthecurrentLCC wantedtostanddown,soItrained andstartedoneup!Wemetatfirst inalargeGardenCentre-therewas spacetotalkprivately,therewasa goodvarietyofrefreshments,itwas easytopark,andtherewas somethingelsetowanderaround beforeorafter!Thegroupgrewvery large-mainlybywordofmouth withFosteringfriends.Wealsohad adoptersandparents Itwasquite hardtotalkinacircle,andItriedto giveustopicstotalkaboutaswell asgeneralchat Afewpeople movedon,andthegroupgot smallerandCovid.Idecidedtotrya differentplaceabitclosertome Wearenowestablishedinavery nicecaféattachedtoafarmshop I haven’thadalargegroupsince covid.Wearenow2or3atatime. Thatmakesiteasiertochat,andwe gettoknowaboutthechildrenand theirbackgroundsaswegetto knoweachother

IstartedTeachinginfantsin1988in Battersea,London BeforeNational CurriculumandSats Whenyou couldfollowthechildren’sinterests. Juniorspentmostoftheday wrappedinthecurtainoftheopenplanclassroom,butthatwasok withme Georgeranroundand roundtheschool,sowehadto placestaffatthecornerstotryand intercepthim Themostfearedlady wasadinnerlady/TA/after-school clubleader-eventheTeachers didn’tcrossDorothy!Ihadhalfmy classonChildreninNeedorders andspentalotoftimeatsocial servicesinCoregroupmeetings

Thefocuswasonsupporting familiesfromdeprivedbackgrounds andsupportingimmigrantfamilies whohadyettolearnthecultureand

language NomentionofTrauma

ThenImovedtoNorthantsand workedinalargeschoolina deprivedarea Therewereallsorts ofdifficulties,butnonewereput downastrauma Ilearntrestraint techniquesandusedthemalotat first Itwasn’tuntilIchanged directionanddecidedtoFosterthat IstartedlearningaboutTrauma anditseffectsinschool (Thelocal Virtualschoolteacherhadgivenme alink)

Wow,whataneye-opener Istarted seeingthatthechildrenIhad taughtinthepastandputdownas “naughtyboys”probablyweren’tat all.HadIaddedtotheirtraumaby notunderstandingthat?

IhavefoundTherapeuticparenting tobesousefulwiththechildrenI foster Istartedoffwiththe ManagingBehaviourwith AttachmentinMindcoursethat CAMHSsendsnearlyeveryoneon!It didn’tbecomenecessaryuntilIwas afewchildrenin ThenIgotachild whowasnocturnal,addictedto gaming,notattendingschool, basicallyhadnoroutines,was overweightfromeatingjunkfood, andcouldn’twalkmorethanafew stepswithoutcomplaininghewas hurting.IrealisedIneededtostart usingPACEwithhim,whichworked well Wehadpictureschedules everywhere.Howtogetreadyfor bedandusethetoilet(amuseda fewworkmen!)Whatdidheneedto taketoschooletc?Asaformer

Teacher,Ihavealwaysbelievedin gettingthechildrenintoschoolas soonaspossible.Itisafamiliar place,hissiblingswouldbethere, andhekneweveryoneshouldbe safe.

So,hewentfrom42%to100% attendance.Thenhegotaplacein specialistprovision,andwefounda placehefit Theyimmediately“got

him”Icouldtellwalkingroundthat theywereusingsimilarTherapeutic Parentingstrategieswiththe children-“parental”presencerather thanisolation Whenwewentforour firstmeetingthere,theyseemedto talkaboutadifferentchildconfident,happy,cooperative, makingfriends….Hereallythrived therebecausetheyunderstoodhow heneededthemtoworkwithhim

Mylateryoungmanmovedinover thesummer,andtheplanwasto changeschoolsinSeptember We gotacalltovisitaschool,andIwas soimpressed.TheyknewaboutTP. Theycouldtalkinmylanguage!They hadliaisedwithhispreviousschool andwerewellprepared.Themember ofstaffwaschosenspecificallyfor him Thenonthefirstday,hewentin, satdown,andworkedwithnoneof hispreviousbehaviours Wewereall abitgobsmackedandwaitedforthe honeymoonperiodtoendbutit didn’t They“gothim”Ididn’thaveto dothe“walkofshame“at3pm-the Teachercameandsaidhowwellhe wasdoing!

Whentherewasaproblem,they analysedwhathadhappenedand whatheneededandputitinplace Hebehavedabitoutoforderwhen theTeacherwasoutofthe classroomonherpreptime.So,he wasallowedtocomeandcheckon theTeacherthenextweekandwork alongsideherifhefelttheneed.He hadatickettocomeinoffthe playgroundifitallgottoomuch-a speciallunchclub.Hewasincontrol.

MyListeningCirclemeetsoncea monthatWhite’sFarmshopcafe nearNorthampton Everyoneis welcome,andtheymakethebest cheeseontoast!

You can find details of Claire's listening circles at https://www.naotp.com/listening-circles

TRAUMA INFORMED QUALIFICATIONS

ThroughInspireTrainingwehaveasuiteofqualificationstosupportparentsand supportingprofessionalswhoworkwithchildrenwhohaveexperiencedadverse childhoodexperiencesandneurodivergentchildren.

Formoreinformationonour qualificationsgoto

https://tinyurl.com/yc73vp9z

Coming soon!

Why I'm not "School Shaped"

A Parent and Child's Perspective

WrittenbyEmmaEdwards

Somechildrenwillthriveinthe schoolenvironmentwiththe schoolstructure,routine,and boundaries,whileothersmay facechallenges.School -basedanxietymaybepresentforthe childanditcanbeincreasingly difficulttoengagethechildin accessingtheschoolenvironment It canbestressfulforthechildand parent,sometimesschoolstaffcan help,andre-integrationispossible,for otherstheyjustaren't "school-shaped”,andthismaybefor severalreasons

·Achildwhostrugglestolearnina traditionalclassroomsetting

Thiscouldbeduetovariousfactors relatedtotheircognitive,social,and emotionaldevelopmentstage.Some childrenmaybesummerbabiesand findadjustingtotheschoolroutine moredifficult.Othersmaybe neurodivergentorhaveexperienced earlylifetraumaandneedsupport withlearning;adaptationstohowthey learncanhelp

·Achildwhoisunabletotakepartin activitiesduetoanxietyrelatedto school

Childrenwhoexperiencelevelsof separationanxietyfromparents, hypervigilancewithininthesetting, andwhoneedroutineandstructureto feelsafemaystrugglewithsurprise firedrillsandotherchangestothe schoolroutinesuchasthebuild-upto theendofterm,especiallyat Christmas

Achildmayhavedifficultyaccessing theclassroomiftheenvironmentis overstimulating

Childrenwhoexperiencesensory issuesmayfindtheclassroom environmentdifficulttonavigate,from thelighting,thefeelofthechairsthey siton,havingtositforperiodsoftime, noiselevelandworkloadpressure.The environmentcanbecounterintuitiveto theirlearning,wherethelearning environmentistoodistractingforthem toconcentrate,whichmayresultin themcommunicatingtheirbehaviour whichcanbechallengingtosupport.Or theymayshutdownduetothelevelof sensoryinputwhichhascreated overwhelmforthem.

Thechildwhoexperiencesschoolrelatedanxietyortraumaandrefuses toentertheschool

Thiscanbeincrediblydifficultto navigateforbothparentandschool, especiallyifthechildhasexperienced school-relatedtrauma Insomecases, itmaynotbepossibleforreintegration ifthereisapotentialthatitmaycause re-traumatisationforthechild

Whatdoyoudowhenachildisn't school-shaped?

Thiscanbestressfulforeveryone

involved,especiallyforthechildand parent Wherethereisnoschoolthat canmeetthechild'sneedsthereisa needforanalternativeoption

ThisiswhereEducationOtherthan atSchool(EOTAS)isrelevant,and whereout-of-the-boxthinkingand alternativeeducationprovisionare necessary.Understandingwhereour childrenarecomingfrom,what worksandwhatdoesn’tworkfor themcanhelpthemtoreachtheir potential

Giventheappropriatelearning environment,achildwhohasbeen outofschoolfortwoyearsandis unabletoreadorwritecanacquire theskillsofwritingsentencesand readingforaspecificpurposeif learningispersonalisedtotheir needs

Noteverychildintothetraditional schoolmould,butgiventhe opportunity,individualscanlearnin waysthatmeettheirneeds

Photo: ©FatCamera from Getty Images via canva.com

"Why I’m not “School-shaped”

The child's voice is crucial in ensuring they receive a suitable education that meets their needs. Sometimes, schools aren't the right fit for children, and knowing what works for them and what doesn't is important.

"M" and "D" are children who have been unable to access the school environment due to significant reasons. They were invited to share their thoughts on why they found school was difficult to attend, and also what type of environment helps them to learn, here is what they were happy to share.

Can you share some challenges that you faced during your time at school?

"The classroom was noisy... I found it hard to concentrate, and I didn't like the topics; I found the work hard." (M, 11yr)

"I didn't like it, I can't remember whether I had friends, I felt alone." (C, 10yr)

What would make the school a good environment to learn in?

"I learn from being outdoors, in a quiet place, with the animals, especially the chickens, opposums would be good although there are not many in this country. I can concentrate more... I learn when I am interested in the topics I have chosen, I like doing projects. I feel safe to learn at (AEP). " (C, 10yr)

"Teachers who understand me, and help me to regulate when I am feeling wobbly, like my teachers at my (AEP)." (M, 11yr)

Transitionsandroutines,managingseasonalevents. TherapeuticFosteringAssessment–AFosterParentsPerspective Wellbeing- Feelingtriggered-managingtriggersinparenting PerfectParents-Dotheyexist?!

Photo: ©Kamila O'Connell from Getty Images via canva.com