Supporting Pupils With Social, Emotional and Mental Health Needs (Semhn) in the Classroom: A Practical and Optimistic Approach
- No Forthcoming Dates
- East of England Showground
- Behaviours for Learning, Inclusion
- Leadership, Workforce
- Lunch Included
- Refreshments Included
One of the most significant challenges staff currently face is the increasing number of pupils presenting with Social, Emotional and Mental Health needs (SEMHN) (eg attachment, very low self esteem, anxiety, self-harm). What to do – and how to do it - especially in the context of an already busy classroom, is where this course comes in.
Drawing on current insights from education, mental health and neuroscience, participants will develop their understanding of those SEMH Needs that commonly manifest in the classroom. From this point, interventions for both whole class and individuals will be explored so that participants can leave with an action plan of ‘next steps’ that has been carefully tailored to their context.
Participants will have:
A better understanding of some of the main areas of SEMHN that present within the classroom including attachment, self-esteem, anxiety and grief and loss.
A range of strategies proven to be effective in developing pupils’ self-regulation, self-esteem, social skills and coping strategies.
Problem-solving frameworks enabling them to look beyond the behaviours causing concern and devise effective strategies for managing pupils.
- A resource pack to take back to school and share with colleagues to help promote whole school approaches around SEMHN.
The support we received allowed staff at all levels to unpick the barriers to successful behaviour for learning and develop effective tailored strategies for our setting.” Mark Anderson, head teacher, Huntingtower Primary School
“Steve’s support has provided us with a model and language to make sense of the emotional dimensions of behaviour management.” deputy head teacher – name withheld
“The HMI said that the school had been ‘transformed’ since the previous visit. I have no doubt that Steve’s work and support were a huge factor in achieving this transformation. His way of working with colleagues is subtle and takes people from where they currently are as a starting point. He forms excellent relationships with staff, and students enjoy working with him. He connects things together – whether this is people with people or people with ideas. He is very modest and enjoys seeing people succeed.” Chris Mallaband, principal of Langdon School, London
Steve Russell has nearly 25 years of experience, ranging from classroom teaching through to behaviour support and leading a team of school improvement consultants. More recently, he has expanded beyond schools to include other organisations, as well as coaching individuals.
Whether working with youngsters, school staff, leaders, teams or providing one-to-one coaching, his aim is always the same – to empower them to effect changes that will increase their effectiveness and promote their well-being.
Steve is also increasingly being approached by other organisations to who are keen to draw upon his experience and way of working. These include: Kate Cairns Associates, specialising in attachment difficulties OnLine Training – as their tutor for the ‘Understanding and Responding to Behaviour’ module Integrity Coaching – providing support and coaching to leaders and leadership teams Peterborough Learning Partnership – course tutor
Steve’s experience and way of working also sees him engaged on an associate basis for several organisations including: the National Education Union, as part of their tutor team, Integrity Coaching, providing support and coaching to leaders and leadership teams, KCA, providing training and consultancy related to supporting vulnerable youngsters, ASEND and Avito, fulfilling interim-leadership assignments for schools and local authorities.