Social and emotional factors
In Scotland social, emotional and behavioural needs is a broad term. Each year, teachers in every school across Scotland completes a census which is collated by the Scottish Government into an annual statistical publication which provides information on a range of areas in education including ASN, Under the term ‘social, emotional and behavioural needs’ they identify children and young people who experience difficulties which can impact on their behaviour which can create to their learning. this term can also include children and young people with Autism Spectrum Disorder (ASD) depression and eating disorders; conduct disorders such as oppositional defiance disorder (ODD); hyperkinetic disorders including attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD).
A child being bullied or bullying may also need additional support. Bullying behaviour smay be a result of prejudice that relates to perceived or actual differences. This can lead to behaviour and language which could manifest into racism, sexism, homophobia, biphobia or transphobia or prejudice and discrimination towards disability or faith.
A child who has had adverse childhood experiences may also benefit from additional support to overcome barriers to their learning. A child with behavioural difficulties or at risk of exclusionfrom school may require additional support to develop positive relationships and behaviours to prevent further escalation of risk of exclusion and other associated risks, including offending behaviour. Additional support could be short-term or could be long-term over a number of years. The factors which may give rise to additional support needs are wide and varied because they relate to the wellbeing and circumstances of individual children and the learning environment they encounter.
In 2013, Scottish Government and Education Scotland published ’better relationships, better learning, better behaviour’. It highlighted the positive impact in establishments where there is a focus on social and emotional wellbeing and an ethos of mutual respect and trust. This universal approach is part of the health and wellbeing curricular area in Curriculum for Excellence and its emphasis on developing social and emotional wellbeing. It is the responsibility of all staff to establish open, positive, supporting relationships across the community and promote a climate in which children and young people feel safe and secure.
Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) provides further guidance on this issue.
There is clear evidence of the impact of trauma and loss as well as school exclusion on the number of those who experience this as children and young people entering the prison system. Relationships and social and emotional wellbeing are key ways to continue to reduce the level of offending among young people in Scotland.
Download Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]
Anti-bullying approaches
Being bullied, or the reasons why someone is bullying, can become a barrier to learning. This is a complex area which requires everyone to work together to address effectively.
‘Respect for All: The National Approach to Anti Bullying for Scotland's Children and Young People’ provides a holistic framework for adults working with children and young people to address all aspects of bullying. It aims to ensure that all sectors and communities, at a national and local level, are consistently and coherently contributing to a holistic approach to anti-bullying, regardless of the type of bullying. This includes an explicit commitment to addressing prejudice-based bullying. Respect for All describes how we define bullying and how we approach effective anti-bullying work.
Download Respect for All: The National Approach to Anti Bullying for Scotland's Children and Young People
Activity 10 Reflective Task
Here are a number of questions which focus on meeting social, emotional and behavioural needs. In your Reflective Log select the 2 or 3 which are most relevant to you to consider:
- To what extent do we have a clear strategy to provide all children and young people, including those with social, emotional or behavioural needs, with their entitlement to a broad general education?
- Have we sufficiently developed innovative approaches to the curriculum for those with social, emotional and behavioural needs, taking into account the principles of Curriculum for Excellence?
- How well do we ensure prevention, early intervention and support in an ethos which promotes positive relationships, learning and behaviour? How does this also work to reduce exclusion in schools?
- How well do we use a range of strategies to support and re-engage with children and young people at risk of exclusion from school?
- How well do we understand the factors which can cause disruptive behaviours and relationships?
- Does everyone in our learning community feel they are in a safe and nurturing environment?
- How successfully do we engage with parents and carers to secure positive outcomes in achievement and health and wellbeing including behaviour?
- How successful are we in ensuring all children and young people get the support they need to benefit fully from their education and fulfil their potential?
- How do we ensure mainstream settings and schools and partners meet the needs of children and young people with social, emotional or behavioural needs in line with Getting it Right for Every Child principles?
- How well do we collaborate to ensure that young people at risk of disengagement from education are identified early and supported?
- To what extent are we aware of links between school exclusion and anti-social and offending behaviour?
- How successfully do we ensure partners such as off-site bases and community partners collaborate to provide a shared placement with a clear rationale and objective?
Activity 11
In your Reflective Log consider the four factors giving rise to barriers to learning and what barriers may arise for a learner. Copy the table ‘Factors giving rise to additional support needs’ and complete column 2 .
| Factor Giving Rise to Barriers | Barriers Giving Rise to Additional Support Needs | Support to Reduce Barriers |
| Learning environment | ||
| Family circumstances | ||
| Disability or health need | ||
| Social and emotional factors |
Click here to reveal some possible barriers Please note this list is not exhaustive.
Discussion
| Factor Giving Rise to Barriers | Barriers Giving Rise to Additional Support Needs | Support to Reduce Barriers |
| Learning environment | At nursery, school, home and extracurricular settings learners may experience barriers to their learning, achievement and full participation in the life of the school. These barriers may be created as the result of factors such as
| Evaluation of learning environment. The impact may be different for each learner. Planning and developing an inclusive child centred approach to learning and teaching Appropriate changes or planning are in place to reduce barriers. Evaluating the quality of ethos and relationships in the school Evaluate how accessible the curriculum is in participation with learners – make improvements
Ensure children and young people with additional support needs are able to participate fully in the life of the school.
|
| Family circumstances | Circumstances within the learner’s home and family life can influence and impact on their health and wellbeing and their ability to actively participate in the full range of opportunities that school and the curriculum can provide. Factors which may give rise to additional support needs;
Note - All looked after children are considered to have additional support needs, unless assessments find that support is not needed. | Effective communication between professionals, parents/carers and the learners to provide appropriate level of support
Effective and meaningful tracking and monitoring of progress and achievement.
Expectations of learning and achievement should be high.
Appropriate reasonable adjustments should be in place including transition planning
|
| Disability or health need | This may mean that additional support is required; for example, where a learner has a
| Establishments should identify those children and young people with health conditions and disabilities, and school management should know how many there are and the year groups and classes they are in.
Effective communication between professionals, parents/carers and the learners
Effective and meaningful tracking and monitoring of progress and achievement.
Expectations of learning and achievement should be high.
Appropriate reasonable adjustments should be in place including transition planning Ensure effective collaborative partnership working e.g. Allied Health Professionals . |
Social and emotional factors
| This may include:
| Cognisance of published guidance e.g. Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) Understanding that all behaviour is communication
Developing Nurturing approaches across the whole school community
|
Milestones to support learners with complex additional support needs