Emotional wellbeing support for vulnerable pupils

To assist in the successful reintegration of vulnerable pupils, you may want to consider the following information and guidance.

Introduction

This Academic year has been disrupted and our expectations have changed. The following information, and links include checklists, advice and guidance and resources to use with children and young people in all settings.

Subjects covered and resources provided include transition recovery for primary and secondary learning, getting ready to go back to school, a resource for ‘My Lockdown Experiences’ (symbols), as well as support for early years, children in care, those affected by Adverse Childhood Experiences (ACEs), young carers, those at the risk of exclusion, and those with health needs.

Here are some key things to consider for your most vulnerable students:

  •  Having safeguarding risk assessments  in place for vulnerable pupils
  •  Up to date health care plans that reflect any changes since the lockdown
  •  Ensuring there are named staff assigned to support individual pupils’ well-being
  •  Making wellbeing part of the curriculum
  •  Updating Pastoral Support Plans
  •  Conducting pupil/parent/carer surveys about their experiences at home
  •  Considering whether part-time and/or phased return timetables might make it easier for some
  •  Offering some specific activities for pupils such as:
  • Transition, Recovery and Learning (Primary)Transition, Recovery and Learning (Secondary)
  • Getting ready to go back to school

Supportive adult relationships will be an important part of reintegration for vulnerable pupils from all groups. Research has shown that the potential of schools to support traumatised children, or to prevent an escalation of need is huge, and that it is through the school community that we can wrap our children in the safe and consistent place that will nurture and begin to create normality again. There is an evidence that a recovery curriculum helps pupils to be supported whilst the recovery resource gives strategies and practical techniques to assist them.

Supporting the reintegration of Early Years Early child development sets the foundation for lifelong learning, behaviour, and health. The experiences children have in early childhood shape the brain and the child’s capacity to learn, to get along with others, and to respond to daily stresses and challenges.  This has certainly been a challenging time for our pupils so there needs to be careful planning to ensure positive well-being.

A young woman is holidng up a torn piece of paper with the word HELP on it

 

 

 

 

 

 

See, Hear, Respond

Are you worried about a child or young person affected by the Covid-19 crisis?

The pandemic means vulnerable children and young people could benefit from early support before they reach a crisis which requires action under the law.

Any vulnerable child or young person who is not supported by a statutory agency can now be referred to a single response centre for England: the See, Hear, Respond Partnership. Salus is proud to be a local delivery partner for this Partnership.

Green background with white 'see, hear, respond' writingThe Partnership works together to identify and support children and young people experiencing negative impacts on their health and wellbeing, as well as those at risk of harm. It is funded by the Department for Education and managed by Barnardo’s.

See, Hear, Respond will contact every referral made, so no child gets missed.  A delivery partner best placed to support each child will then provide the help they need. Salus is working in Kent and Medway to support:

  • SEND children with additional harm risks
  • BAME children
  • Young Carers
  • Children at risk of extra-familial exploitation.

Children and young people will get help in one or more of four ways:

  • An online hub of support and information,
  • Online counselling and therapy
  • Face-to-face support for those most affected and at risk, and
  • Helping children and young people reintegrate back into school.

Please take action to prevent harm to children and young people in the following ways:

  • Familiarise yourself with See, Hear, Respond. You’ll find detailed briefings for all professional partners on this public drive.
  • Please use the poster, email banner and social media posts to raise awareness of See, Hear, Respond amongst colleagues and the wider public. Use the media aimed at children and young people where they might see it and contact the Partnership themselves, such as public waiting rooms and on social media channels.
  • Refer any child you are worried about, and who is not already supported by a statutory agency. You can call 0800 157 7015 to make a referral from 9am to 9pm Monday to Friday, and 10am – 6pm at weekends, or go to barnardos.org.uk/see-hear-respond to use our secure referral form.

Young Carers

A young carer becomes vulnerable when the level of care given and responsibility to the person in need of that care becomes excessive or inappropriate for that child, risking a detrimental impact on that young person’s emotional or physical well-being, educational achievement or life chances.  This will most likely have been exacerbated by the lockdown.

Supporting young carers and vulnerable children toolkit

 

Children in care

This includes those children and young people known to Specialist Children’s Services, currently or previously in care, or adopted. It is important to give some time to reflect on those pupils you have identified as having experienced complex trauma/Adverse Childhood Experiences (ACEs) and who may have underlying attachment difficulties. This group includes Children in Care (CIC) and Previously Looked After Children (PLAC) – but it is highly likely there will be other children in your vulnerable groups who this also could apply to.

Here are some key resources for your school to use to help you plan for these pupils returning to school:

Those at risk of exclusion 

During these unprecedented times, many families and their children will be experiencing higher levels of stress and anxiety. It is important, therefore, to have this ‘in mind’ when preparing for their return. As you know, behaviour is a form of communication and expression of feelings can be difficult for some children and young people. Checking in regularly and considering this, is essential.

Pupils often misbehave because they know how teachers will react. Teachers reactions sustain and strengthen undesirable behaviour, therefore they must learn not to follow their first impulse as this could feed the mistaken goal – Caroline Broomfield (Plymouth University).

Exclusions Flow Chart

Advice on how to reduce the risk of exclusion

Emotions Word Wheel

 

Adverse Childhood Experiences and Trauma 

A young woman with her eyes closed is leaning her head against a blackboardThis academic year has been disrupted and our expectation has changed. We have had to adapt to rapid changes brought about by changing information. The reassurance of the academic cycle has shifted. This shift has presented us all with periods of anxiety, terror, alarm and fear. As school staff, the shift has not only affected our work experience, but has manifested worries and concerns about our family and friends. Barry Carpenter has recently produced a framework called the recovery curriculum which highlights the importance of ensuring the support and approach are appropriate at this time.

Should a child have experienced an actual trauma, then a period of time adjusting to this is normal and most young people process this and accommodate the experience in an adaptive way.  We also know that naturally processing trauma is more effective than formal treatment.

However, if the young person is still experiencing Post-Traumatic Stress disorder (PTSD) symptoms a month on, then it is appropriate to seek formal support via the Children and Young People’s Mental Health Service (CYPMHS).

This guidance below will help to enable school staff to evaluate current practice and ensure the readiness of the setting to receive pupils. It provides key questions, aspects to consider and links you may find useful.

Year 6 Reintegration

Adverse Childhood Experiences and Trauma

Exposure to childhood adversity can strengthen and transform a young person’s level of resilience, equipping them with coping mechanisms to deal with life changes in adolescence and adult life – Marsten (2014).

This is of course when the right support and guidance is given to the child. Within education we have the opportunity to ensure all children become resilient and life-long learners.

 

Those with health needs

  • Making sure Health Care Plans are updated and understood.
  • Gaining the pupil voice is vital – exploring their possible concerns about returning to school.
  • Ensuring detailed risk assessments are in place.
  • Ensuring the school has the latest medical evidence based on the child’s health needs.
  • Following Government guidance.

Corona Advice for Schools

First Aid in Schools

Kent Children’s Therapies

Explaining, Exploring and preparing the return to school

The Kings fund Research into the consequence of Coronavirus crisis for children living in poverty.

 

Five ways to help children heal when schools reopen

Where one size never fits all – Mary Meredith

  1. Hold a formal act of remembrance as a community
  2. Place relationships front and centre and build social capital
  3. Identify and support children in most need of social buffering
  4. Reaffirm boundaries, rules and routines as safety measures
  5. Re-evaluate and reaffirm core values, recognising all.

 

Supporting People with Adverse Childhood Experiences (SPACE) Matters website is a collaborative project across Kent and Medway to prevent and reduce the impact of adverse childhood experiences (ACEs). Trauma Informed principles are available for Kent schools.

Other resources supporting emotional wellbeing for return to schools