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Health and Wellbeing School Self Evaluation '23 - '26

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Children are not born with executive functioning skills - these are developmental. If children and adolescents are not provided with what they need from positive and supportive adult relationships and an environment free of toxic stress (e.g. one that is safe and free of voilence and neglect, with opportunities for creativity and exploration) their experiences can be delayed or impaired resulting in lagging skills. (Joe Brummer/Margaret Thorsborne)

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The main goal of punishment is to make the wrongdoer suffer. We try to make the suffering fit the crime.

Punishments do not teach the lagging thinking skills which created the problem that caused the behaviour that caused the need for the punishment in the first place (Greene 2008)

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Punishments can be demoralising - that is children and adolescents feel shame about who they are, rather than understanding the consequences of what they did.

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Punishment reinforces a failure identity and, the more you use it, the more children own the identity as someone who needs it.

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Punishment creates an external locus of control. Children begin to see the adult/parent as the authority figure and as responsible for making them behave, rather than taking responsibility for their behaviour as their own choice. (Markham 2019)

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Punishment can send a message that when you aren't doing your best, people will hurt you more or send you away. Punishment promotes a loss of confidence and motivation and children who are punished sometimes feel thaey can't do anything right and then stop trying.

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Punishment leads children to focus on their suffering from the punishment rather than on the harm they may have caused to others.

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Punishment also tends to focus on the child responsible for creating harm. it often fails to address those impacted.

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Punishment models bullying by teaching that threats, intimidation, purposeful ignoring, taking valued items or priveleges away and exclusion are acceptable ways of getting what you want. (Kohn 2016)

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All human behaviour is in the service of meeting basic universal human needs.

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When we see people's behaviour as an attempt to meet their needs, we can rethink our assumptions about manipulation, coercion, attention seeking and so on and this will help us to avoid the trap of blame and judgement.

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The "with" model teaches children and adolescents to problem solve, critically think, make choices, and do it with us for both clear expectations and support.

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If we begin to see behaviours as problems to sove rather than something to control or get compliance, we have a better chance to cultivate discipline in students through compassion, not control. The more you are trying to control the person or make another person do something, the more you risk escalation.

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Dr Daniel Siegel presenting a Hand Model of the Brain

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Energisers for the classroom

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Relational Shuffles & Energisers, Games & Closing Ceremonies pdf (1)

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One Word Whizz Prompts

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Whole Class Picture Check Ins

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updated Relational Picture Check Ins   (1)

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Restorative Circle Ideas

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(new) Relationship Building Circles Prompts copy.pdf (1) (1)

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Problem Solving Wheel

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Additional Educational Needs

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Sentence Starters

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Restorative Sound Bites _ Conversation Starters.pdf (1) (1)

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RP Questions

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Feelings and Needs - NVC

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Giraffe Talk - Compassionate Communication (1)

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Teacher Wellbeing Personal Journal

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Teacher Wellbeing Combined Workbook Revised 2016.17

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Much more is asked of school staff on an emotional level. We should try to be present with ourselves. Reading our body sensations is an important aspect of connecting to our responses.

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Taking a trauma informed lens to behaviour means we try not take classroom behaviour personally. Not taking it personally is an art and a practice.

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No one person can handle their stress all of the time. We all have moments where this life seems too much to handle. This is part of the human experience.

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We need to start by putting on our own oxygen mask first. If we are not being mindful of our own stuff, we are not emotionally available for the children or adults who might be in struggle around us.

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Northern Ireland ACE short video (6 mins)

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Northern Ireland ACE short video (6 mins)

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Trauma Informed Schools & Practices (3 mins 18 secs)

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Trauma Informed Schools & Practices (3 mins 18 secs)

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The brain is a house ( Siegel, Payne-Bryson) - 6 mins

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The brain is a house ( Siegel, Payne-Bryson) - 6 mins

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Upstairs Brain Downstairs Brain - SEL Sketches

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Siegel & Payne-Bryson talk about the brain using the metaphor of a house. They describe the downstairs as where the necessities like breathing, heartbeat and temperature regulation live. Our emotions (limbic system) are housed here too. They describe the downstairs system as being a fully furnished part of the house. The upstairs, our cerebral cortex, is where our executive functions, reasoning and language live. It is also where our emotional regulation develops. They describe the upstairs part of the house as under construction with tools lying about. When we want to connect with a person, we need to ask the question "what part of the brain are they in right now?" We need to meet them where they are.