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Reflections on Emotionally Based School Avoidance - a conversation with Jacqui Wilson

In this discussion, we explore the way that relational patterns emerge and how they can get stuck and the role of awareness in making change possible.

In this discussion we bring our focus to the issue of the skills needed for relationship health across the life span and the importance of building these skills in children.

In this podcast you will hear us reflecting particularly on the issue of internal relationship health and how it emerges from our experiences in external relationships.

Elaine is a teacher and SENCO in a small rural primary school. She discussed the impact of the national curriculum changes and COVID-19 on students' academic and social-emotional well-being. She noted that academic skills are now expected at younger ages, leading to increased pressure and mental health issues.

Elaine emphasized the importance of nurturing relationships and a holistic approach to education, highlighting the need for better support for parents and early intervention. She suggested that training should start at the top level and be ongoing, involving both new and experienced teachers. Elaine also stressed the importance of understanding and tracking social-emotional development to provide effective support.

Elaine's Recommended Action Points

• [ ] Explore ways to incorporate more social-emotional learning into the curriculum.
• [ ] Advocate for a review of the national curriculum to better balance academic and holistic development.
• [ ] Investigate training and professional development opportunities for teachers to develop skills in supporting children's social-emotional needs.
• [ ] Initiate discussions with parents to understand their needs and explore ways to provide more support for parents in understanding of how to promote social emotional development at home.

Rachel is an experienced educational psychologist who has been working in the education sector since 2003. Her role involves understanding and addressing the developmental and educational needs of children. Rachel is passionate about bridging the gap between early years education and mainstream schooling, especially for children with special educational needs and those who have experienced developmental trauma.

Rachel has observed significant challenges within the educational system, particularly how current education policy means that schools often prioritize academic goals over the social-emotional development of students. She advocates for a more holistic approach to education, emphasizing the importance of emotional literacy and supportive relationships in schools. Rachel actively works on training educators and support staff to become more trauma-informed and emotionally literate, aiming to create environments where all children can thrive. Rachel highlights the need for systemic changes within the national curriculum to better address the needs of vulnerable children.

Rachel's Recommended Action Points

• [ ] Recognise the priority of the social emotional developmental needs of all children for a longer period in core provision
• [ ] Ensure that children who have had developmental trauma access informed embedded support for their delayed social emotional needs.
• [ ] Make the priority of supporting social emotional development a national issue (ie top down directive) not just something that schools feel that they have to ignore other important priorities for or have permission to progress
• [ ] Recognise the need for educational reform as too many children are currently poorly served

John is an experienced secondary teacher of PE and math with over 35 years of experience. He discussed the decline in children's social-emotional and motor skills seen over his career, and noticeably at entry to school in Year 7. He noted that by the time students reach secondary school, many lack coping skills, resilience, and the ability to work in groups. Girls generally develop these skills faster than boys, creating challenges in co-educational settings.

John emphasized the need for a curriculum that addresses social-emotional development, noting that current practices focus too much on academic attainment. He highlighted the lack of training for secondary teachers in this area and the tension between pastoral and teaching staff. John suggested practical subjects like food tech could improve engagement and behavior.

John's Recommended Action items

• [] Explore ways to incorporate social and emotional skill development into the national curriculum and assessment framework.

• [] Provide targeted professional development for secondary school teachers to equip them with the skills and strategies to support students' social and emotional needs.

• [] Consider curriculum reforms that prioritize practical, interactive, and collaborative learning experiences over passive, lecture-style instruction.

• [] Investigate the feasibility and potential benefits of separating boys and girls into different classrooms or learning environments during the critical adolescent years.