Reading time: 3 minutes
We are well into 2025 now, and similar challenges and patterns have emerged in the education sector when supporting learners. SEND, behaviour, mental health, and several other challenges have made positive reintegration difficult. But what if there was a way we could implement a better solution to support learners with a different approach that accommodates their needs? Could this be through online learning?
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Supporting a child with mental health or behavioural challenges can be a monumental task in itself. Reintegrating them back into mainstream education is another feat that needs a collaborative approach to implementing the right support possible for children.
Government guidance has highlighted:
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Student attendance has recently been a prevalent issue in the education sector. Many factors have contributed to absenteeism, but both students and parents are questioning the authenticity of mandatory attendance in the school building.
“Parents in England no longer subscribe to the view that their children need to be in school full-time, according to new research which says there has been “a seismic shift” in attitudes to attendance since the pandemic.” – The Guardian
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Pathological demand avoidance (PDA) describes the notion of children’s reluctance to complete a task or attend school. PDA is prevalent with autistic children or those who are very pressure-sensitive or anxious.
Children with PDA may find it difficult to undertake a task, not because they do not want to, but because they find the demand overwhelming. How can we support these children and what strategies can we implement to overcome these challenges?
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Student behaviour can fluctuate through their educational journey, so we must implement transformative strategies to overcome barriers that may be hindering their progress.
What can we do to help overcome certain behavioural challenges? In this blog, we’ll take a look at five ways you can overcome behaviour barriers currently presenting problems in your school. Firstly, the school inspection handbook states:
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Students who experience barriers to their learning may sometimes find it difficult to engage with their education, subsequently resulting in loss of learning.
It’s important that students feel welcomed, be able to voice their opinions and flaunt their creativity whenever possible. By encouraging this and creating a positive classroom environment, students will feel more inclined to attend school and engage properly with their education. The school inspection handbook states:
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Reintegrating students who have been out of circulation for a lengthy or even a short period can often be challenging. Below we suggest 3 ways in which pupils can positively be re-integrated back into the school environment.
Having completed a significant piece of pupil voice research recently, it became apparent that recognition of positive behaviour (No matter what the age of the pupil) was always well received.
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Reading time: 4 minutes
Whether returning to early childhood programs or school for the first time or beginning them for the first time at all may provide additional hurdles for students, especially during times of increased stress. Adults and children feel greater anxiety because of the risk to their lives. This is an experience of communal trauma on a scale that has never been seen before. Children have simultaneously seen a rise in the stress levels of adults and the community as they have lost their routines, structures, and social networks. During this lockdown period, families have lived through various experiences. While some of these experiences may have been relatively positive, others may have experienced bereavement, ill health, elevated stress and anxiety, increased mental health difficulties, domestic abuse, or other forms of abuse.
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