Managing Transitions
Whole-school strategies to support children's wellbeing
When managing the transition back to school after a period of disruption or absence, two questions tend to arise:
- How can we meet the mental health and wellbeing needs of our children, young people and families?
- How do we plan to address any lost learning that may have resulted from time away?
Act as if what you do makes a difference… it does!
Start by asking why…
Why do we need to think differently?
- To acknowledge and accept the changes that have happened
- To begin to observe and assess those changes and plan a 'recovery' curriculum
- To consider how to notice SEMH (social, emotional and mental health) need
- To consider how to support the needs of all
Acknowledge and accept change
We need to acknowledge that change has happened and that this will look different for every individual. We cannot assume that all children have had the same experiences. Some will have dealt with bereavement, others isolation, some fear, others boredom. Some may have witnessed domestic violence, others the stress of watching a parent lose their job and all the associated fears that come with that.
Some will have had a positive experience — spending time at home, slowing down, building stronger relationships with siblings. They may grieve the loss of that when they return to school. As educators we need to acknowledge that change has happened, that it will have been profound for some and less so for others, that it will have affected children and staff alike. The impact will not always be obvious.
How can we begin to assess the impact of change and move forward?
We need to spend time noticing the children in our class and building relationships that allow each child to feel safe and reveal their needs to us. Creating a curriculum that allows time to step back and observe — much like the early years curriculum — is crucial in the early stages of return.
Open-ended investigations, independent activities and child-led learning opportunities help us gauge the tone of our class. Planning for these types of activities enables teachers and teaching assistants to assess not only academic needs but also social, emotional and mental health needs.
Assessment for learning can be done in this low-stakes, supportive environment and can inform planning so that it is targeted, individualised and highly effective.
What can a 'recovery curriculum' look like in our schools?
Begin by organising learning that does not raise anxiety — tasks that remind children how much they already know and how much they have remembered. This builds self-confidence and self-esteem.
Once children have had time to settle and a clearer picture has emerged, teaching can gently build on and stretch their skills and knowledge. Next steps can be shared with each child so they are able to work at their own pace, developing new skills and building knowledge.
How can we notice SEMH needs?
We can build a picture of a child's needs in two ways:
- Through cognitive processes: thinking, knowing, remembering and problem-solving.
- Through body language and behaviours.
To give children the opportunity to reflect on how they are feeling, think about their emotions and consider the impact on their behaviour, we need to encourage them to slow down and reflect.
We have created a Let's go S.L.O.W approach:
- Stop: Build time into the day for mindfulness activities. Consider the moment — how do I feel right now? What has led me to feel this way? Reflect.
- Listen: Listen to ourselves and to others. What do I hear when I look inwards? Can I relate to the experiences of those around me? How does this help me understand my own experience?
- Open Up: Share thoughts and feelings with those around us. Finding words to express how we feel can begin the process of understanding — and sometimes healing.
- Work Together: Working with others, in pairs or groups, helps us understand our experiences better and consider ways forward.
Signs to look for — speaking bodies not talking mouths
Some children will not be able to work through their emotions cognitively. Look for signs in their body language and behaviours.
Signs to watch for include: tight jaw, nausea, tension headache, raised shoulders, no eye contact, excessive eye contact, changes in behaviour, being overly chatty or overly energetic, lethargy. There are many ways a child might signal that they are feeling unsafe, unhappy or anxious.
Help children to recognise these signs in their own bodies, and use your observation skills to identify when a child may need extra support.
How can we support children to talk about feelings?
The Feelings Wheel is a useful tool for helping children articulate their feelings. The centre of the wheel contains basic descriptions; each outer layer adds richer vocabulary to help a child reflect more precisely on what they are experiencing.
Emotion Coaching (The Gottman Institute)
Emotion coaching, first introduced by John Gottman and his colleagues, is about helping children become more aware of their emotions and manage their own feelings — particularly when they are not yet able to self-regulate, leading to antisocial behaviours. All behaviour is communication: when a child is struggling, it is worth considering what is being communicated behind the behaviour.
Emotion coaching involves these steps:
- Recognising feelings — Talk to the child and begin to name what you can see.
- Validating and labelling emotions — the feelings wheel is helpful here.
- Setting limits where appropriate — Share your expectations and make clear what safe and appropriate behaviour looks like.
- Problem-solving with the child — develop more effective strategies together.
For more information visit emotioncoachinguk.com
Protective Behaviours
Children need to know they have a right to feel safe all of the time. Co-regulation supports self-regulation. Teach children behaviours that help them manage anxiety, and work with each child to create a shared plan for difficult times.
- Ask the child to identify their triggers and triggering feelings.
- Ask them to identify a trusted adult and a safe place.
- Remind them they can always talk to someone, even if the problem feels small or hard to explain.
- Remind them to use the stop–feel–think–do process once they have their own safety plan.
For more information and resources visit familiesfeelingsafe.co.uk
