Each month we highlighting one of our information resources. This month it’s the turn of our Anxiety guide. It can be difficult to spot signs of anxiety in others, especially in children with brain conditions, who can’t always express what they’re feeling. Our anxiety guide gives advice on spotting the common signs and gives some strategies for helping your child reduce their anxiety.
Click the cover image below, or here to download this free resource from Cereba
In this recording, Professor Carpenter discusses the issue of grief, loss and mourning in children during this pandemic period.
The Bereavement Box resource can obtained from the following website link: nurtureuk
Reflections on a Recovery Curriculum: A conversation with Barry Carpenter, Professor of Mental Health in Education here hosted by Jonathan Reid, Senior Lecturer, School of Education, Oxford Brookes University.
The Little Guide for Parents on Home Schooling During Lockdown & The Motivation Mystery – both pieces by Laura Purser January 2021
Laura Purser, Head of Primary and Early Years ITT,
SEND & Inclusion Lead, Mental Health and WellBeing Support at The University of Buckingham
Young people from Barnet speak about their experiences of life in Lockdown. The film was produced by Exposure.
How do we plan a longer term Recovery Curriculum? Building the Mental Well Being of our Children and Students.
Teachers are rightly concerned that after the pandemic, (and after the temporary inspection reprieve from Ofsted this term) there will be no space in the Curriculum to plan the sort of learning experiences children and young people will need to boost their mental well being .
Please look at the new guidance for Relationships, Health and Sex Education from the DfE . In the hands of any creative teacher the pathways for learning are obvious , the goals you espouse are embedded , and imaginative , meaningful teaching can be planned.
It is also statutory … not an option. Lets take this opportunity to make RHSE the heart of the curriculum,- discreet , permeated and embedded, influencing all aspects of teaching and learning. In the hands of a true teacher kindness and compassion will flow alongside knowledge , skills and attitudes, ….. vital ingredients in these challenging times.
This is the link to find out more:
This question deserves an answer at this time of crisis. We have witnessed some incredible acts of kindness in our communities and in society as a whole during the pandemic period . Kindness was a major focus for World Mental Health Day .
Surely now is the time to re-evaluate what kindness can give to our own sense of well being , as well as in acts of kindness towards others. It is an essential component of the compassion that itself will be so essential to our school communities in the process of reconnection and recovery.
In this lecture Professor Carpenter discusses the positive impact of simple acts of kindness not only for the recipient , but also for the affirmation it gives to our own self esteem.
There is a timely conversation around classroom based Inquiry . If teaching is an evidence based profession, then , at times , in order to generate that evidence , we need to engage in inquiry focused practice , systematically and deductively collecting evidence and drawings conclusions about children’s learning , attainments and achievements.
This is a particularly valuable approach where children have Complex Needs , and in this time of global pandemic , we are seeing complex profiles of mental health need emerging in our children and young people . To unravel the impact on learning will be a challenging process, . The lens of Inquiry offers us the opportunity to execute that process.
The Evidence for Learning App, with its video facility, is a perfect teacher friendly tool for collecting this evidence as data, that can then be systematically analysed ,and deductions made.
Below is an interactive webinar around Observational Inquiry , hosted by Evidence for Learning, in which two leading practitioners , Martin McKenna and Katie Fielding outline work in their schools , using the Inquiry approach. Over 100 teachers then debate how this relates to their practice in their schools , the value of the approach , and the longer term implications.