- Behavioural, social and emotional difficulties
- Responding to children’s needs
In practice, it is important not only to recognise a child or young person’s specific pedagogical needs, but also to respond constructively to those needs. This regular section will provide a summary of common problems or difficulties with which children or young people may present in an educational setting and show how, through reflection (individually or in teams), appropriate interventions can minimise or even remove children or young people’s barriers to learning.
This Child File examines the issues of behavioural, emotional and social difficulties and difficulties in speech, language and communication. The tables provide advice on how, as a practitioner, you can both recognise a child or young person’s specific pedagogical needs and respond to it. They also include links to a selection of useful articles from the Every Child Journal article library as further reading for practitioners.
This issue’s guidance has been adapted from: Gibson, S. and Blandford, S. (2005) Managing special educational needs: A practical guide for primary and secondary schools. London: SAGE.
Child File 1: Behavioural, emotional and social difficulties
| General Symptoms: Difficulty concentrating Distracting peers Inattentiveness Disregard for practitioners/peers Being subjected to/instigating bullying Fighting Lack of self-esteem |
| Suggestions for inclusive and effective setting management: Assign the child a mentor or a buddy (in a nursery setting, this may be a key person; in a primary school, this may be a teaching assistant) Set achievable tasks to raise self-esteem Liaise with SENCo and, if required, parents or carers to better understand the child’s needs With key worker/TA (as appropriate) devise a weekly diary to coordinate the child’s tasks and record their progress, goals and misdemeanours Plan for the child’s learning by collaborating with the SENCo/TA/key person (as appropriate) |
Further reading
- 11 steps to inclusion – Despite challenging behaviour, all children should be helped to participate fully in school life. How can we do it? Anna Gardiner explains. library.teachingtimes.com/articles/11-steps-to-inclusion
- Ain’t misbehaving – Lorraine Khan looks at how parenting programmes can help tackle behavioural problems at their root.
library.teachingtimes.com/articles/aint-misbehavin - Looking for trouble – Conflict between children is usually seen as something that needs to be avoided or resolved, but, in actual fact, provides a valuable opportunity to develop social and emotional learning. Nicola Watson reports.
library.teachingtimes.com/articles/looking-for-trouble - The power of positive thinking – Dr Tina Rae explores the importance of promoting positive attitudes and considers how to help young people manage stress and low self-esteem.
library.teachingtimes.com/articles/the-power-of-positive-thinking - Can nature heal children’s emotional problems? – Tish Feilden and Ruth Carney, who work at Jamie’s Farm—a charity offering problem students a week-long stay on a working farm—believe it can.
library.teachingtimes.com/articles/alternative-behaviour-management-health
Child File 2: Speech, language and communication difficulties
| General Symptoms: Difficulty with word and sentence formation—oral and written Comprehension difficulties Problems with expressing thoughts Difficulty concentrating, understanding and staying on task Reading difficulties (in four to seven-year-olds) Easily distracted Impaired spatial awareness Low self-esteem |
| Suggestions for inclusive and effective setting management: Simplify tasks and ensure that instructions are clear (make them available orally, visually and in writing, as appropriate) Use sign language communication aids such as British Sign Language, Makaton, Picture Exchange Communication System and electronic aids If needed, obtain input and support from a speech and language therapist Plan for their learning—collaborate with the SENCo/TA/key worker (as appropriate) |
Further reading
- Are you talking to me? – Communication disability is often misdiagnosed as bad behaviour. Ele Ramsay argues that failure to detect this disability results in children being excluded, punished and even criminalised. library.teachingtimes.com/articles/ecj_are-you-talking-to-me
- Improving children’s speech and language through a culture of communication – Sonia Blandford and Catherine Knowles explore the importance of hearing and valuing children’s voices in the development of their speech and communication skills. library.teachingtimes.com/articles/speech-language-culture-of-communication
- Communication challenges – When it comes to supporting children with communication difficulties, many schools are still in the dark. Louise Kinnaird shines some light on the subject.
library.teachingtimes.com/articles/communication-challenges - Now you’re talking – Addressing children’s speech, language and communication is at the heart of intervening early and supporting children through school. Louisa Reeves analyses a programme designed to support schools. library.teachingtimes.com/articles/now-youre-talking
- Getting boys reading – Jane Woodley reports on the concerning findings of a national commission into boys’ literacy and highlights some steps forward for schools. library.teachingtimes.com/articles/gettingboysreading