5 Simple steps schools can take to improve pupil behaviour and wellbeing

Here are some simple steps schools can apply in relation to the conclusion and implications from a report ‘The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes’*

  1. For academic progression, better emotional wellbeing is a key factor in primary school.
  • The SEJ Process can support both staff and therefore pupils to become more aware of their wellbeing as the first step in the SEJ process is self-awareness. Since the SEJ teaches self responsibility, both the staff and the pupils are able to regulate themselves before the wellbeing or lack of, becomes the issue.

2. Low levels of troublesome behaviour and more school engagement emerge as significant in adolescence.

  • The SEJ can support the adolescent and staff to identify/raise awareness at early stages, showing how the behaviour may be hiding any hidden issues that need support before it becomes disruptive and ‘troublesome’.

3. Strategies are needed to identify and support children with attention difficulties at an early stage in the schooling process, especially girls who are often underdiagnosed (Hinshaw and Blachman, 2005).

  • The SEJ is a process to enable Educators to become conscious of the thoughts within themselves and the pupils that lead to attention difficulties. Once there is awareness the SEJ is the process that will enable them to find the solutions in order to respond to their individual needs appropriately in order to put in place strategies to support these children leading to greater wellbeing and attainment.

4. Early interventions with primary-age children who exhibit signs of troublesome behaviour may also help prevent a downward spiral of disengagement and low achievement.

  • The SEJ Process will enable the Educators to notice potential issues at early stages to prevent the escalation of the ‘troublesome’ behaviour from developing, by supporting the pupils to become self-aware and regulate at the onset of any issues. In turn, the educator can manage themselves to spot and regulate their own thoughts and actions which can potentially escalate the situation to prevent any cyclical pattern of reactions between pupil(s) and the staff.

5. Young children may also benefit from increased support for their emotional wellbeing.

  • The SEJ has shown to be easily taught and learnt by a 7 year old! The SEJ will support the educators to be more mindful and enable them to respond to young children’s (or any students’) needs in the moment when it arises.

*‘The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes’

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219638/DFE-RR253.pdf

Dr M Howard-Kishi

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