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NEPS Self-Regulation for Students Staff Guidance

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Mindfulness Finding Peace in a Frantic World

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Autism Good Practice Guidelines for Schools

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NEPS Self-Regulation for Students Staff Guidance

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Wexford CYPSC has supported the development of an "Emotionally Based School Avoidance" (EBSA) Resource Pack.
Pictured above : EBSA Steering Group at the EBSA Resource Pack launch, May 31st 2023 in the Riverside Park Hotel, Enniscorthy, Co. Wexford.
This Resource Pack has been compiled by a group of professionals in collaboration with schools all of whom are concerned about the issue of Emotionally Based School Avoidance (EBSA) in Co. Wexford. When EBSA becomes entrenched, it can have negative impacts on children and young people (CYP) in terms of their mental health and wellbeing. It can also influence educational attainment and can limit future employment opportunities. The impact on families who are trying to support CYP to return to education can also be considerable. This pack was developed to provide information and practical tools on how to address EBSA. It is informed by the experience of professionals who work to support children, including pre-schoolers and young people and their families who have been impacted by EBSA.
Download the EBSA Resource Pack Wexford 2023 (PDF 7 MB)
The information contained in this pack is supported by research and grounded in a theoretical framework. Click the link below to access the literature review.
Download the EBSA Literature Review (PDF 550 KB)
This project is a collaboration between Wexford CYPSC, Barnardos, CAMHS, CFSN's, FDYS, HSE, IPPN, NAPD, NEPS, SCP, TESS, WxCCC and YNR

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Emotionally Based School Avoidance (EBSA) Resource Pack

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Wexford CYPSC has supported the development of an "Emotionally Based School Avoidance" (EBSA) Resource Pack. Pictured above : EBSA Steering Group at the EBSA Resource Pack launch, May 31st 2023 in the Riverside Park Hotel, Enniscorthy, Co. Wexford.

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Co-operative games: Games are a valuable means of helping children to work together in a caring and co-operative way. They can raise the level of co-operative consciousness and help children to realise what they can learn from each other. Games include all children and they give children the opportunity to practice a range of skills, to be a member of a team, to raise their self-esteem and to be effective group members. Some of the most valuable work takes place during the discussion that follows these co-operative games and time needs to be given to this important element of the activity. Games provide an opportunity for having fun while learning and create a more relaxed atmosphere in the class. They range from active games that require space for movement to quieter board games and table activities that can be used in the classroom.

The approaches and methodologies for SPHE, outlined in the SPHE teacher guidelines on pp 54-99 are an excellent reference for teachers to support them in the implementation of active learning methodologies in SPHE lessons

The following exemplars illustrate how various aspects of the SPHE content can be explored using a variety of cooperative games

Co-operative game for Infants: p 66. Sample co-operative game linking to the strand unit relating to others

Co-operative game for fourth to sixth class: p67. Sample co-operative game linking to the strand unit relating to others

Please find attached further resources to support you in implementing co-operative games

Co-operative games in the primary school: An article from the 'In Touch' magazine outlining a variety of co-operative games suitable for use in both PE and SPHE classes

Co-operative games: A handout outlining a variety of co-operative games including games in the circle work context, physical and co-operative challenges and parachute activities, suitable for use with all class levels

Co-operative games suitable for circle time: A handout outlining a variety of games, which may be suitable for use at the beginning or end of a circle work lesson, or which can be used in the classroom

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Co-operative games: Games are a valuable means of helping children to work together in a caring and co-operative way. They can raise the level of co-operative consciousness and help children to realise what they can learn from each other.

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Center on the Developing Child at Harvard University

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Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren't born with these skills, we are born with the potential to develop them through interactions and practice.

This 16-page guide (available for download, below), describes a variety of activities and games that represent age-appropriate ways for adults to support and strengthen various components of EF/SR in children.

Each chapter of this guide contains activities suitable for a different age group, from infants to teenagers. The guide may be read in its entirety (which includes the introduction and references) or in discrete sections geared to specific age groups.

Suggested citation: Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.

Download PDF

Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

An activities guide for building executive function

Download PDF

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Activities Guide: Enhancing & Practicing Executive Function Skills

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Download free guides of executive functioning activities to support and strengthen skills, available for children ages six months through adolescence.

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Breathing Space Ireland Mindfulness Well-being Meditation Self-Care Workshops

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Breathing Space Ireland Mindfulness education workshops for Irish teachers principals students educational bodies. Talks to community clubs groups.

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A Must Have for Your Child with Autism! The 5 Point Scale!

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Building Emotional Literacy in Preschoolers

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Self-Regulation Skills: Why They Are Fundamental

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Differentiating instruction: It’s not as hard as you think 

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Differentiating instruction: It’s not as hard as you think 

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Differentiating Instruction: It’s Not as Hard as You Think

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Small Changes can make Big Differences- Patsy Daly

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Small Changes can make Big Differences- Patsy Daly

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Classcraft - Free Classroom Noise Volume Monitor

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Use our fun and easy classroom volume meter to get your students settled and ready to learn!

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Control noisy classrooms with bouncing balls!

A fun and free noise management tool.

A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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Bouncy Balls - Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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Every Kid needs a Champion - Rita Pierson 

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Every Kid needs a Champion - Rita Pierson 

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Rita Pierson: Every kid needs a champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Teacher Has Personalized Handshakes With Every Single One of His Students

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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‘Behaviour, Emotional and Social Difficulties: A Continuum of Support’

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‘Behaviour, Emotional and Social Difficulties: A Continuum of Support’

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Video Clip from Britain's Challenging Children (Child Psychology Documentary) | Real Stories

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Video Clip from Britain's Challenging Children (Child Psychology Documentary) | Real Stories

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Britain's Challenging Children (Child Psychology Documentary) | Real Stories