5 ways a pastoral wraparound approach can help those with mental health issues

Reading time: 3 minutes

Pastoral care is an essential part of school life and aims to meet the needs of a pupil’s happiness, safety, well-being, and ultimately future success. How a school offers this pastoral wraparound care has to be personalized to meet the individual needs of the students in their setting, however, in this article, we discuss 5 ways in which pastoral support can help those students with mental health issues.

1. Helps the whole child… and the whole school?

Research conducted by Best (2014) has shown that effective pastoral care can improve students’ attendance, subdue racism and bullying, teach respect for self and others, and promote tolerance, especially in students with protected characteristics.

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3 reasons why learning online can be better for SEND students

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Blog 3 reasons why learning online can be better for SEND students

SEND students may struggle with their education in a mainstream setting but could acquire real benefits from online learning if the circumstances dictate. Here’s why it can be better for them.

The 2022 SEND Review has highlighted poor outcomes and experiences for SEND students stating:

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How the SEND Review Impacts Learning

Reading time: 4 minutes

The recent 2022 SEND Review has highlighted faults within the education system, what are its impacts and what can we learn from it to take into the new academic year and beyond?

The review outlined 3 main challenges within the education sector which needed to be addressed:

1. Navigating the SEND system and alternative provision is not a positive experience for too many children, young people and their families.
2. Outcomes for children and young people with SEND or in alternative provision are consistently worse than their peers across every measure.
3. Despite the continuing and unprecedented investment, the system is not financially sustainable.

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Mental health issues in education – time to improve

Reading time: 5 minutes

Mental health concerns within education have increased over the past few years. Concerning the recent SEND review and alternative provisions, what can be done to improve the situation and the negative stigma that surrounds certain APs?

3 main concerns that the SEND review highlighted are that children are making inadequate progress, families are dissatisfied with the situation and financially the situation isn’t sustainable.

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SEND/CAMHS support

Reading time: 2 minutes

Children with SEND (special educational needs and disabilities) have faced lots of changes to their daily lives because of Covid-19.

Routines and regular support that they rely upon may be significantly different – and this presents challenges.

Parents and carers may be concerned throughout the pandemic how changes are affecting their child. It also presents some challenges on how parents and carers manage their own work and home life.

But platforms are available to support children with SEND to receive an education. This blog post takes a look at what is available and advice that you and your child can follow given the situation.

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How should the Government be supporting SEND students?

Reading time: 3 minutes

There are concerns about the impact that the coronavirus pandemic is having on children with SEND (Special Educational Needs). 

Currently schools remain open for children deemed as ‘vulnerable’. However many schools had temporarily closed because they were unable to support children in need.

A particular concern is the support for students with dyslexia and dyspraxia. A BBC report in 2019 found that 80% of students with dyslexia were already being missed by schools, therefore will the support available further penalise these students who still not expected to attend?

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Teaching SEND pupils in mainstream classes

Reading time: 4 minutes

Managing the education of SEND pupils has always been a difficult topic.

In the past these children have been ignored, moved into specialist SEND schools, moved back into mainstream schooling with or without additional support, provided with additional funding, had funding removed, taught in isolation units or excluded altogether.

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