Publication
What is it about?
This Mulberry Bush residential special school project focussed on providing a secure classroom environment for children who have previously found it difficult to trust educators and settle to learning. In 2018 we found that emotional security in the classroom as measured by the Boxall Profile, showed a 40% improvement. The mixed methods case study followed 10 primary aged children to determine the possibility of improving emotional security in the classroom. Data were also collected from teaching staff. Findings suggest that the majority of participants maintained or improved classroom confidence, trust in staff, self-esteem, behavioural regulation and engagement with learning after adaptations had been made to the school curriculum and curriculum delivery. Key recommendations are that child progress is not linear, staff support and supervision is vital and curriculum underpins engagement.
Why is it important?
Children in the UK care system have poorer education outcomes therefore it is important to understand how social and emotional aspects of relationships in class can impact learning. Our findings suggest that progress for children with social, emotional and behavioural difficulties is not linear and identifying which children will progress and at which stages deserves greater attention. The findings are also applicable to mainstream settings where there are increasingly higher numbers of children with special education and mental health needs.
Perspectives
We were not surprised that the children's progress was non linear as their experiences are diverse and unique. Practitioners need to bear in mind that change and development takes time for children who have experienced early years adversity. Good trusting relationships are key to helping them feel safe in the classroom. In addition staff support and supervision are vital alongside an engaging curriculum.
