Children with social, emotional and behavioural needs

• To encourage meaningful communication;
• To give hope;
• To motivate and teach;
• To provide opportunities for genuine sense of achievement .                                                           A Curriculum for Excellence challenges us to think differently about the curriculum. It encourages those in education to plan and act in new ways. It also poses challenges for learning and the teacher.
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  to help individual children change their perceptions and attitudes.   Despite their difficulties and behaviour problems, these pupils interacted positively and were engaged in meaningful tasks and activities. Some children talked about difficult feelings during some of these sessions. They also gave positive feedback about the support they had received.School is a special place. The ethos and environment of a school play a significant part in supporting and promoting healing and restorative work. It is more than just an educational establishment. It also has an important social function where children learn about citizenship, social values and relationships, through teaching and learning as well as through assimilation. There are beacon schools and a great deal of guidance The work to bring about change in troubled children is demanding and exhaustive and often requires repetitive processes in the healing journey. Minimising the barriers to learning is crucial. These children are often isolated, unhappy, angry, unable to learn, unable to engage and stunted in their emotional development. My starting point for these children is often to create magic moments and happy learning experiences because happy feelings increase resilience. We would recall these moments in a drawing, ‘A Festival of Magic Moments’, where each star or constellation represented a special time. Another effective communicative tool was the use of stories like parables. Stories help us to make sense of life, learn values and enable us to make connections with truths.