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Examples of Pupil Participation: High Schools

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Examples of Pupil Participation: High Schools

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24_25 Norfolk High Schools using pupil participation and coproduction

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PSHE Association: Talking to pupils about distressing events

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PSHE Association: Talking to pupils about distressing events

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PSHE in the age of the 24-hour news cycle

We know that children and young people are increasingly exposed to distressing events — both through first hand experiences and through consuming news content on everything from outbreaks of conflict, terrorist attacks and natural disasters to civil unrest.

And while PSHE education provides a proactive, planned curriculum to explore some of these themes, there will be times when you need to respond more immediately to unforeseen events, allay concerns and answer pupils’ questions.

When pupils arrive at school worried or confused by something they've seen or heard, it’s important to know how to talk to them in a calm, reassuring and effective manner.

Talking to pupils about distressing events

Our guidance will support you to consider how you might take a whole school approach, embed responses within PSHE education and reach out to your wider school community.

Get practical advice on handling difficult, in-the-moment conversations: from managing emotions to ensuring age-appropriateness; and from critically engaging with media to signposting further sources of support.

Whilst we can’t control distressing events taking place in the world — or young people’s access to information about these events — we can control how we discuss them together, and how we support pupils to navigate upsetting news

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Newsround: Asylum seekers in hotels: Why it’s a big issue in the UK right now

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Newsround: Asylum seekers in hotels: Why it’s a big issue in the UK right now

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Asylum seekers in hotels: Why it’s a big issue in the UK right now

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Across the UK, there’s been a lot of debate about where asylum seekers live while they wait to find out if they can stay in the country.

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SoS Guidance: Talking about protests at hotels housing asylum seekers

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SoS Guidance: Talking about protests at hotels housing asylum seekers

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Latest guidance from Norfolk EPSS around supporting children during times of conflict

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Latest guidance from Norfolk EPSS around supporting children during times of conflict

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Educational Psychology & Specialist Support

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Supporting Children during times of conflict - Educational Psychology & Specialist Support

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Navigating the Emotional Terrain of Conflict and War: A Guide for Adults When war and conflict dominate the news cycle, children and adolescents are inevitably exposed to a barrage of distressing information. This exposure can evoke a spectrum of intense emotions, ranging from fear and anxiety to anger, confusion, and sadness. Some children and teens…

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Back to School Guidance 2025: Schools of Sanctuary

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Back to School Guidance 2025: Schools of Sanctuary

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Once again, we’re seeing a rise in hostility and intimidation of our sanctuary networks, including Schools of Sanctuary. In light of these events, we share the following guidance for schools

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Once again, we’re seeing a rise in hostility and intimidation of our sanctuary networks, including Schools of Sanctuary. In light of these events, we share the following guidance for schools

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1. Remain steadfast in our shared values and vision for a UK where everyone feels safe, including children seeking sanctuary. Whilst these attacks intend to create fear and division, we know that the Schools of Sanctuary programme intends to benefit every child: by creating schools and communities where every child can thrive.

2. We advise against engaging with far-right commentary, particularly on social media. We strongly encourage you to review your security settings on social channels - for the time being restricting public views of content can help to avoid the targeting of your school (how to make your profile private). When necessary, report abusive or threatening comments using the relevant options on the social media platform and, where required, to the police.

3. Remind parents/carers and your wider community about why you are a member of the Schools of Sanctuary network and how this fits with your school values. Give clear and concrete examples of the different actions you have done as a result of your engagement with the programme. Listen to concerns and provide reassurance about why the purpose and principles of Schools of Sanctuary is valuable for every child.

4. We have updated our website with a Frequently Asked Questions page, where we intend to proactively address common concerns and clarify our goals and ways of working. You may want to add a link to the Schools of Sanctuary FAQs to the relevant school webpage.

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Awarded Schools of Sanctuary may want to update their webpage with the following statement or a derivative thereof:

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Awarded Schools of Sanctuary may want to update their webpage with the following statement or a derivative thereof:

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Being recognised as a School of Sanctuary means a school has evidenced their commitment to making sure every child and family feel welcomed, safe and is supported to thrive. This includes upholding comprehensive safeguarding practices and policies as our highest priority.

The Schools of Sanctuary programme is not political - in a worryingly divided society where hateful rhetoric is widespread, it simply helps schools to talk factually about the different reasons people may have been forced to flee and their experiences arriving in the UK. Whatever a person's viewpoint, the Schools of Sanctuary encourages children and adults alike to lead with kindness and humanity.

Stories of arriving in the UK are not abstract but are also shared by many in our school community. Being a School of Sanctuary not only helps us to understand the challenges newly arrivals might be experiencing and best support them, as we work hard to do for every one of our learners, but it also ensures that these children’s experiences are recognised and represented. In doing so, we hope that children seeking safety can feel just as safe, welcomed and valued in our community as their peers.

We are proud to be a school where every child feels safe, where we try to understand and meet every child's individual needs, and we equip our pupils to be kind and thoughtful members of our communities. This is at the heart of who we are.

You can learn more about the Schools of Sanctuary programme here but if you have any questions or concerns, please don't hesitate to contact us.

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If this has prompted you to consider some whole school improvement around belonging then this toolkit from the National Youth Academy is a great start

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If this has prompted you to consider some whole school improvement around belonging then this toolkit from the National Youth Academy is a great start

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Casel blog: 6 Ways to Counter Hate and Build Welcoming, Supportive Schools

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Casel blog: 6 Ways to Counter Hate and Build Welcoming, Supportive Schools

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Maurice J. Elias, Ph.D. Rutgers University

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6 Ways to Counter Hate and Build Welcoming, Supportive Schools - CASEL

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Key Points Back to top Regardless of what might be going on in the wider world, schools must strive to be places where understanding is elevated and hate is minimized. We know children cannot learn effectively in an environment characterized by antipathy. Incidents impacting specific groups, such as Jews, Muslims, LGBTQ+ populations, Asians, Blacks, Latino/as, […]

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If you are trying to understand the media positions, this article popped up recently on the BBC website, and provides food for thought for curriculum planners.

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If you are trying to understand the media positions, this article popped up recently on the BBC website, and provides food for thought for curriculum planners.

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Riots show how the UK’s far right has changed

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No single group owned or organised the recent riots - they were bigger than that, says Daniel De Simone.

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A document created by the Stoke-on-Trent and Staffordshire PSHE team to share with youth organisations and social care teams 

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A document created by the Stoke-on-Trent and Staffordshire PSHE team to share with youth organisations and social care teams 

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Rochdale have produced this document for families 'Supporting cyp through a traumatic event' and translated it into multiple languages

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Rochdale have produced this document for families 'Supporting cyp through a traumatic event' and translated it into multiple languages

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Here is the link to  'Supporting cyp through a traumatic event' in multiple languages

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Here is the link to  'Supporting cyp through a traumatic event' in multiple languages

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WelcomePlease find below Resources related Mental Health

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Webinar: Enabling Access to Education for Children Seeking Sanctuary

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Webinar: Enabling Access to Education for Children Seeking Sanctuary

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In this one-off online webinar in partnership with Refugee Education UK, we focus on place-based approaches to enabling access to education for children seeking safety, particularly those who arrive aged 14+ or in the middle of the school year.

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Enabling Access to Education for Children Seeking Sanctuary

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In Norwich, a refugee teacher helps forcibly displaced children to belong

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Schools of Sanctuary in Context: Summary Document

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Schools of Sanctuary in Context: Summary Document

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Useful definition, stats and other data

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2024_25 Schools of Sanctuary in Context_ Summary Document

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Sanctuary in Context: a workshop for staff and governors PPT

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Sanctuary in Context: a workshop for staff and governors PPT

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2024_25 - Sanctuary in Context Staff Governor Training

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Schools of Sanctuary in Context: A Training for School Staff and Governors

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2024_25 - TRAINING NOTES_ Sanctuary in Context

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The award lasts 3 years; the reapplication process focuses on celebrating how you have continued to develop your culture and curriculum to deliver welcome and inclusion.

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The award lasts 3 years; the reapplication process focuses on celebrating how you have continued to develop your culture and curriculum to deliver welcome and inclusion.

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1) Secure support

2) Make your pledge

3) Share your ambition

4) Audit and plan your action

5) Celebrate Day of Welcome

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"One-minute guides" offer information and helpful signposting in an accessible format providing information about specific services and processes.

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"One-minute guides" offer information and helpful signposting in an accessible format providing information about specific services and processes.

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Norfolk Schools and Learning Providers - Norfolk County Council

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Schools of Sanctuary - Norfolk Schools and Learning Providers - Norfolk County Council

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One Minute Guide to Schools of Sanctuary.

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Record the new arrival saying their name so that everyone can say their name correctly and welcome them.

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Record the new arrival saying their name so that everyone can say their name correctly and welcome them.

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NameDrop - Your Personal Voice Signature

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No name should ever be mispronounced. NameDrop allows you to record your name and share it with the world

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Use an online translator app for short conversations.

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Use an online translator app for short conversations.

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Whilst we would always recommend using a interpreter from INTRAN for longer meetings a quick message can be easily be translated using various AI apps.

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Download offline translation packs before your next adventure and translate while off the grid.

Real-time, translated captions

Translate a live conversation into one of over 60 languages directly from the app.

Presentation Translator for PowerPoint

Caption & translate live presentations while letting your audience follow along in their language.

Translator for Education

Microsoft Translator helps bridge communication gaps by supporting accessible classroom learning with live captioning, cross-language understanding, and even multilingual casual conversations to help with student integration.
VISIT THE EDUCATION PAGE

Translator for Business

Learn more about how Microsoft Translator's text and speech translation technology can globalize your business and connect with your customers worldwide.
VISIT THE BUSINESS SITE

Translator Blog

Check out the latest news and stories from Microsoft Translator.
VISIT THE BLOG

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Microsoft Translator live is a free translation and transcription service that lets you have translated conversations across multiple devices on iOS, Android, Windows, PowerPoint and web for 1:1 conversations or larger group interactions. Support for real time conversation for over 60 languages including Spanish, French, Chinese, Japanese and many more.

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Support children with becoming a buddy for new arrivals.

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Support children with becoming a buddy for new arrivals.

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One of the ways to support refugee students to feel a sense of belonging is to buddy them up with other students.
This slideshow is a resource for teachers to use when training students to become 'buddies' to welcome refugee/asylum-seeking students to your school. These 3 x 15-minute interactive sessions will enable students to understand the importance of their role. The sessions can take place over lunch times or after school.

The resource includes presentation notes for teachers for guidance and clarification. This slideshow is to be used alongside the Being a Buddy Student Booklet.
This resource is part of the 'Being a Buddy Resource Pack'. Find below related resources.

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A resource for teachers to use when training Buddies to welcome refugee/asylum-seeking students to your school.

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Super resource for building relationships with parents and how to explain our school system.

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This page includes a range of guidance for parents of EAL learners, available in a range of languages including Ukrainian, Pashto and Chinese.

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Place a visual at the child's table space to help them communicate their basic needs.

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Twinkl Symbols: Welcoming International New Arrivals - Key Vocabulary Mat

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This key vocabulary mat can be used with new students who speak English as a second language, or who have communication needs. It includes key vocabulary to share wants, needs and preferences. As the words are supported by symbols, the resource is accessible to a range of learners. Create, teach, learn & communicate using a fantastic set of teacher-led symbols and board & book templates using the Twinkl Symbols Webtool. Want an accessible communication tool ‘on the go’? Download the Twinkl Symbols App available on the App Store and Google Play.

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Have ready a communication fan or communication board to help the child or young person to communicate basic needs.

Also you can use Widgit as thy have a basic pack ready to go!

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EAL Emergency Communication Fan Student Support Sign

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Our communication fans can be used to support children with communication, and can be used alongside this brilliant Twinkl Symbols: Key Communication Wristband.

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Widgit can be used to translate and create visuals. This is a paid for service, however you can access a free 21 day trial.

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Widgit can be used to translate and create visuals. This is a paid for service, however you can access a free 21 day trial.

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Create, print, share and translate symbol materials online

Create simple cloud-based symbol materials

Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication.

Cloud Based Flexibility

Create and open your symbol materials from any PC, Mac or iPad with an internet connection.
No installation needed.

Support EAL and MFL with 80 different language translations

Our Dual Language Feature Pack is already included in Standard, Plus and Pro plans, or can be added at additional cost to Home and Basic plans.

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Create, print, share and translate symbol materials online Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication. Cloud Based Flexibility Create and open your symbol materials from any PC, Mac or iPad with an internet connection.

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Recommendations for schools who are new to welcoming and including refugees

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Recommendations for schools who are new to welcoming and including refugees

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This document provides recommendations and actions for schools new to welcoming and including learners who are refugees

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This Padlet contains everything you need to celebrate Refugee Week and Day of Welcome

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This Padlet contains everything you need to celebrate Refugee Week and Day of Welcome

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Remake the Norfolk SoS Application Padlet- password protect it!  

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Remake the Norfolk SoS Application Padlet- password protect it!  

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You will need to register for a free Padlet account to remake this. Make sure you remake copying design and posts!

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Here is the School of Sanctuary Case Study template.   

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Here is the School of Sanctuary Case Study template.   

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Once completed, add this to your password protected Application Padlet and email the link to inclusionandsend@norfolk.gov.uk

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Here is the Application for Reaccrediting your Sanctuary Award.  In addition to this you will need to provide evidence that you meet the criteria and a School of Sanctuary Case Study.  

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Here is the Application for Reaccrediting your Sanctuary Award.  In addition to this you will need to provide evidence that you meet the criteria and a School of Sanctuary Case Study.  

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Once completed, add this to your password protected Application Padlet and email email the link to inclusionandsend@norfolk.gov.uk

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Application for Reaccreditation of SoS AN 23

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This PPT gives a broad overview of Schools of Sanctuary: useful for staff and govs

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This PPT gives a broad overview of Schools of Sanctuary: useful for staff and govs

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After sharing, ask for feedback including how they can support the school's journey, especially how their role or curriculum area

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This is a work in progress, I am adding content as the dates come up but all contributions of suggested dates and resources are very welcome.

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This is a work in progress, I am adding content as the dates come up but all contributions of suggested dates and resources are very welcome.

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What is Ramadan? a toolkit created by Amjad Ali; Try This Teaching

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What is Ramadan? a toolkit created by Amjad Ali; Try This Teaching

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*UPDATED MARCH 2024!!*

Use the various links below. Also, this is great guide created by Muslim Council of Britain- Click here!

Use these editable assemblies/resources/presentations shared by Abed and myself to help educate your students about key events occurring in various religions.

The first is by me, @TeachLeadAAli about Ramadan.

Click HERE -> Make a copy and feel free to edit/add your school logo etc.

Some useful links for you about updated for Ramadan 2024:

An amazing poster packed full of information to print and use for your students/colleagues/community by @stammer_teacher download here!

Some books for your school libraries? Check here.

Here are some useful threads from me...

Thread about Muslims in the public eye that may be fasting during Ramadan. In case your children are thinking only "unknown" Muslims are celebrating the month of Ramadan. Which begins this weekend! 🧵
- Amjad Ali- Teacher, Trainer, Speaker (@TeachLeadAAli) March 31, 2022

#Ramadan will begin on Sunday/Morning. It is based on moon sightings. I'll share some threads explaining.
Guess what I will hear most in the next 29/30 fasts.
Thread...
- Amjad Ali- Teacher, Trainer, Speaker (@TeachLeadAAli) March 8, 2024

THREAD: Aimed at helping colleagues who have students fasting/wanting to fast- For both Primary and Secondary Colleagues...
- Amjad Ali- Teacher, Trainer, Speaker (@TeachLeadAAli) May 17, 2018

Post about What exactly is Ramadan- Click here.

Blog post about Share Ramadan here.

Updated references/info from Al Jazeera- Click here.

My Blog about Sharing Ramadan! Click here.

ASCL advice- Click here! They did offer some advice and then did not renew it.

What to EAT during Ramadan.

My Schools Week Article.

More to be added!

[learn_press_profile]

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Use these ready to go assemblies about various events.

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Diverse book recommendations from Feminist Books for Kids (US site so not all book may be available)

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Diverse book recommendations from Feminist Books for Kids (US site so not all book may be available)

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These are regularly updated and they theme them into lists eg. books about Ramadan, about immigrants and refugees and different book type eg. board book, YA (young adult)

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Feminist Books for Kids - Diverse Children's Books

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Created by Tiny Travels and Mamma Filz

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Please note that the list shared below doesn’t include every holiday but is a sampling of some religious holidays that you should be aware of when scheduling important meetings or events. You can subscribe to an interactive DEI calendar for all 200+ religious holidays.

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Need an Interfaith Calendar 2024? Find out major religious holidays. Get inclusive calendar, list of world religion holy days, festivals

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3) Share your ambition and the rationale with stakeholders; staff, families and pupils- sample comms

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3) Share your ambition and the rationale with stakeholders; staff, families and pupils- sample comms

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Thanks to White Woman Lane Junior School SoS lead

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Here are booklists for primary and secondary from A Day of Welcome 22: https://drive.google.com/drive/folders/14zP6rgYuLsBbEHyG36LZAtJvIcv9rMU8?usp=sharing

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Mentally Healthy Schools: Refugee and asylum seeker children

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Mentally Healthy Schools: Refugee and asylum seeker children

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Children and families migrate for many different reasons. For some it is a choice, for some it may be for economic reasons, and others may have been forced from their home countries as a result of abuse, war, famine, political or religious persecution, torture or other reasons.

This page focuses largely on children and young people who have been forced to leave their home countries - those who are refugees and asylum seekers.

Children and young people who are refugees and asylum seekers will rarely have had a choice about leaving their homes, and this may lead to mixed feelings and broken attachments with friends and family left behind and to the place they knew as home.

These children and young people may have had very different life experiences and standards of living before they left their homeland - particularly their exposure to traumatic events or to traumatic transit from one country to another.

Their experiences after arrival will also be different depending on the stability of their circumstances, which can include their socio-economic status, their exposure to bullying or victimisation, the extent to which family members are experiencing trauma related symptoms, their support network and acceptance within their new community. It's also important to note that some refugee children will have arrived in the UK alone with no family ties or support.

Stresses associated with being a refugee or asylum seeker

Stresses associated with being a refugee or asylum seeker can include:

A loss of broader family networks, friends, customs and surroundings. This can also include the loss of primary care givers

Bereavement, either before or during the migration process

Identifying the signs

Due to the wide-ranging reasons leading to someone seeking asylum, schools and further education settings will need to have effective, sensitive induction processes which do not make assumptions about needs and that fully appreciate and respect differences.

Schools and colleges will also need to be alert to some of the following signs, especially if they persist over time, that a child or young person may be struggling:

Ongoing physical health problems with no apparent cause

Excessive nervousness or crying

Mistrust or fear of others

Prolonged sadness or grumpiness

Fear and anxietyand hopelessness

Thoughts about traumatic events that won't go away

Avoidance of talking/thinking about particular subjects which may be linked to trauma

Talking about a traumatic event in the present, as if it is happening now

Problems managing behaviour, attention or emotions

Constantly tired or falling asleep in class which might indicate that the child or young person is not sleeping well

Lack of desire to play with others

Withdrawal or retreating into own world

Social isolation, bullying, lack of belonging to a peer group

Some children and young people who have been victims of war, violence, torture or other trauma may suffer from post-traumatic stress disorder. They may experience an increase in fear and anxiety or re-live the trauma, perhaps through bad dreams and nightmares. Some children and young people may also experience some of the symptoms connected to trauma, but without an official diagnosis.

What schools and further education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

Children with disrupted or different experiences of education may find joining a new education system extremely challenging. It's important to be welcoming to children/young people and their parents, and engage in developing a trusting and consistent relationship with them.

To understand a child or young person's experience, it is important to gather basic information without delving too deep. It is important to avoid asking probing or direct questions or to make assumptions about how a pupil is feeling or what they need.

How you gather information will depend on the age and developmental stage of the pupil. School staff should build up more of a profile over time. Children and families may have been interviewed in other circumstances which are not so benevolent, so it might be better to build trust, be welcoming and give opportunities for them to tell you more in their own time.

Language barriers can greatly undermine a child's confidence and make it harder for them to participate in school life and form relationships. Schools should ensure that children and young people have encouraging and empowering opportunities to receive additional help to develop their language skills.

Schools should also:

Be alert and monitor children and young people's mental health and wellbeing - taking a proactive approach to building their resilience, giving them the support and encouragement they need, and the right tools so that they can confront their problems. Be hypervigilant to any trauma symptomsor behaviours that may communicate stress.

Focus on supporting inclusion, acceptance and tolerance using school-wide teaching activities and the school ethosto celebrate a diverse community.

Set, communicate and reinforce clear expectations of acceptable conduct for all.

Assign a buddy to each refugee and asylum seeker pupil.

Explain basic school/college rules and customs (timetable, breaks, uniform, 'kit', registers etc.).

Provide a tour of the setting to the family.

Minimise the number of moves from one class to another and reduce the number of teacher changes.

Make sure refugee and asylum seeker pupils know about upcoming events so they feel included.

Help pupils and their families access appropriate services and support to reduce family and environmental risk factors undermining children and young people's mental health.

Provide school newsletters and other material in appropriate languages where possible.

How to talk to your teenager about the invasion of Ukraine

Tips and advice for parents and carers about talking to young people about the invasion of Ukraine.

View resource

Childhood trauma, migration and asylum: animation and toolkit for education settings

An animation and accompanying toolkit for education staff working with children and young people who...

View resource

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Refugee and asylum seeker children : Mentally Healthy Schools

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Children and families migrate for many different reasons. For some it is a choice, for some it may be for economic reasons, and others may have been forced from their home countries as a result of abuse, war, famine, political or religious persecution, torture or other reasons.

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Speak up for Sanctuary is a new programme designed to support people who may have little or no previous campaigning experience to recognise their power in making change, to speak up for refugee rights and to supercharge efforts to build welcoming and compassionate communities.

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Speak up for Sanctuary: training programme - City of Sanctuary UK

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Date: 25 Sep 2023 Time: 18:00-19:30 Venue: onlineSpeak up for Sanctuary is a new programme designed to support people who may have little or no previous campaigning experience to recognise their power in making change, to speak up for refugee rights and to supercharge efforts to build welcoming and…

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Dr Tina Rae: Understanding and Supporting Refugee Children and Young People - Free Refugee Support Plan

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Dr Tina Rae: Understanding and Supporting Refugee Children and Young People - Free Refugee Support Plan

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Sign up to access this free resource

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Webinar recording: Dr Tina Rae- How to talk to children and young people about war 

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Webinar recording: Dr Tina Rae- How to talk to children and young people about war 

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Includes resources and signposting to further learning

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Chaired by Professor Barry Carpenter CBE
Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022
Introduction

At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

Many in our schools are getting ready to welcome in these children and young people and considering ways in which they can best support this transition and nurture their families within our communities.

In this webinar Tina guides us through practical ways in which we can ensure that our schools are places of sanctuary, providing the nurture and trauma informed care that our children and young people so need at this current time.

She highlights specific strategies that you can use to support our refugee children as they transition, to ensure that they feel safe and welcomed. There are a number of evidence-based strategies that can easily be adopted and shared. She points out ways in which we can prepare the children who are in our school communities to welcome their refugee friends, and also identifies the best and safest ways to discuss the war with our children and young people.

Tina discusses the following:

How to talk to children and young people about war

How we recognise trauma -related behaviours make use of 'watchful waiting' to identify vulnerability factors.

The need to recognise that all refugee children are different, many will be resilient and not require a bespoke therapeutic intervention - (this may be needed later).

The importance of treating every child individually and listening to their voice - as one refugee child said 'I wish they'd asked me about the football team I supported rather than my journey to this country. It just re-traumatised me.'

How we build and reinforce resilience factors recognise the strengths of individual children and young people.

Using writing, physical, and calming approaches.

How we create safe spaces and make use of anxiety reducing easy wins.

How we ensure schools as sanctuaries in which we build connection, safety, and opportunities for regulation.

The aim of the webinar is to demystify some of the concerns that people may have and provide you with confidence and reassurance you need to undertake this task effectively.

Tina emphasises how we are already doing a great deal in terms of implementing trauma informed approaches and there are opportunities to think about how we can build upon these to further enhance our provisions.

Following the main presentation, there was a Q&A session chaired by Professor Carpenter. All of these elements are included within the recording below.
BA (Hons) PGCE MA(Ed) Msc RSADipSpLD ALCM DipPsych Doc App Ch Ed Psy HCPC registered Educational and Child Psychologist, Author and Educational Consultant
Dr Tina Rae has 40 years' experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Fostering agencies as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK.

Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education.

Tina is a prolific author and has over 100 publications to date. Recent publications include the following:

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing in the Early years for children aged 3-6 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for primary aged children 7-11 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for Adolescents and Teenagers aged 12-16 Buckingham: Hinton House Publishers

Rae, T. (2021) My Toolbox of Wellbeing Journal - creative, inspiring activities and strategies Buckingham: Hinton House Publishers

Rae, T. (2020) Supporting Children and Young People with Emotionally Based School Avoidance Buckingham: Hinton House Publishers

Rae, T.,Middleton, T. & Walshe, J. (2020) Nurturing Peer Supervision: Supporting the Wellbeing of those who Nurture Glasgow: Nurture UK

Rae, T. (2020) It's OK not to be OK: A Guide to Wellbeing London: QED Publishing

Rae, T. (2020) A Toolbox of Wellbeing Helpful strategies and activities for children, teens, their carers and teachers Buckingham: Hinton House Publishers

Rae, T., Such, A. & Wood, J. (2020) The Well Being Tool Kit for Mental health leads in schools A comprehensive Training Resource to Support Emotional Wellbeing in Education and Social Care Buckingham: Hinton House Publishers

About Professor Barry Carpenter CBE OBE D.Litt PhD FCCT

Barry Carpenter was appointed to the UK's first Professorship in Mental Health in Education, at Oxford Brookes University. He is Honorary Professor at universities in the Ireland, Germany and Australia. He has been a Fellow of the University of Oxford.

He has been awarded an OBE and CBE by the Queen for services to children with Special Needs. In 2017 he was entered into "Who's Who" in acknowledgement of his national and international contribution to the field of Special Education.

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. In that role Barry led an important and valuable piece of research on the use of Engagement as a pedagogy. This work become the foundation for England's Department for Education's new guidance for assessment (DfE, 2019). Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities" (www.complexneeds.org.uk).

He is the author of over 150 articles and many texts on a range of learning disability/special needs topics. In the last 12 months, his work has been translated into German, French, Dutch and Russian. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). Most recently he co-authored "Engaging Learners with Complex Needs" (Routledge).

Barry lectures nationally and internationally. In recent years this has included China, Japan, Abu Dhabi, USA, and Germany. In 2018 he will be giving lectures in Australia and New Zealand. He is the co-founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation, he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum, which is the focus of his latest book.

Barry has 3 children - one a School Principal, one a Senior Occupational Therapist and a daughter with Down's Syndrome, who now has a home of her own, published her first book in 2017, and is on an Apprenticeship as a Teaching Assistant.

For more information:

Professor Barry Carpenter's website: https://barrycarpentereducation.com

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How to talk to children and young people about war | Understanding and supporting our Refugee children (A free webinar by Dr Tina Rae) - Evidence for Learning

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Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022 Introduction At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

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Book: Understanding and Supporting Refugee Children and Young People: A Practical Resource for Teachers, Parents and Carers of Those Exposed to the Trauma of War

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Book: Understanding and Supporting Refugee Children and Young People: A Practical Resource for Teachers, Parents and Carers of Those Exposed to the Trauma of War

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Dr Tina Rae

BA (hons) PGCE MA(Ed) Msc RSADipSpLD DipPsych ALCM Doc App Ch Ed Psy MBPS

HCPC registered Child and Educational Psychologist, Author and Educational Consultant

Dr Tina Rae has over 30 years' experience working with children, adults and families in both clinical and educational contexts within local authorities and specialist educational services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEBD/SEMH and mainstream contexts and for Compass Fostering as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was also an Academic and Professional tutor for the Doctorate in Educational and Child psychology at the University of East London from 2010-16. She is a registered member of the Health and Care Professions Council and a full member of the British Psychological Society. Tina is also a member of ENSEC (European Network for Social and Emotional Competence) and, until recently, a trustee of the Nurture Group Network (NGN) now Nurture UK.

Tina is also a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education.

Tina is a prolific author and has over 100 publications to date which can be accessed via Sage publications, Paul Chapman publishing, Folens publishers, Jessica Kingsley, Speechmark, Routledge, Hinton publishers, NGN and Optimus publications. She is currently working on research into staff well-being and resilience and writing 2 books on this topic including one which focuses on peer group supervision systems. She is also developing and trialling an intervention for girls who have been the victims of child sexual exploitation as part of her role as Consultant Psychologist with Compass fostering. Tina also contributes to national and international conferences and events on a regular basis including those for Giraffe Training, NurtureUK, BSA and Optimus whilst also providing training courses and consultancy on a wide range of Well Being issues and supervision for school based staff in both special and mainstream contexts and Educational Psychology services and specialist teaching services across the country and abroad. She most recently delivered a key note on staff well being and vicarious trauma resulting from working with self-harming CYP at the South East Asia Counsellors Networking Conference in Hong Kong.

She currently offers training and consultancy on the following topics:

Promoting children's social and emotional skills across all key stages

Attachment disorders and implications for the classroom

Therapeutic parenting

Emotion coaching

Critical Incidents

Self harm and suicide

Child sexual exploitation (CSE)

Working with teenage girls to prevent gang participation

Developing study skills

Anger and stress management

Cognitive behaviour therapy approaches with children

Motivational interviewing approaches with children

Solution focused approaches with young children and adolescents

Bereavement, Grief and Loss education

Emotional Well being and Mental health in schools

Teacher Coaching

Motivation in the classroom

Confidence, Assertiveness and Self esteem building

Trauma and resilience building

Positive Psychology interventions

Sensory Integration

tinarae@hotmail.co.uk

Follow Tina on Twitter @DrTinarae where she regularly shares useful resources and strategies

Tina's YouTube channel is also regularly updated with a wide range of helpful CPD sessions and activities:

https://www.youtube.com/channel/UCcYl81CpnbB7A1ETj5s5o-g

Recent resources:

https://www.youtube.com/watch?v=PfgdbSrLP8c&t=27s

https://www.youtube.com/watch?v=x2_jFeqn5ao&t=2s

https://www.youtube.com/watch?v=fT0aTwG4dFM

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Understanding and Supporting Refugee Children and Young People: A Practical Resource for Teachers, Parents and Carers of Those Exposed to the Trauma of War

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Buy Understanding and Supporting Refugee Children and Young People: A Practical Resource for Teachers, Parents and Carers of Those Exposed to the Trauma of War 1 by Rae, Tina (ISBN: 9781032405506) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Avenue Junior have been a School of Sanctuary since 2017 and were instrumental in the launching of the Schools of Sanctuary initiative in Norfolk. http://www.avenuejuniorschool.org/about-us/school-of-sanctuary/

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Creating a School of Sanctuary display board

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Creating a School of Sanctuary display board

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Putting on a concert, a play or an art display about displacement or the idea of home

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Putting on a concert, a play or an art display about displacement or the idea of home

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Having assemblies about welcome and forced displacement

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Having assemblies about welcome and forced displacement

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Encompass the message of welcome into the curriculum

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Encompass the message of welcome into the curriculum

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5) Plan how you will mark Day of Welcome / Refugee Week / other key campaigns

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5) Plan how you will mark Day of Welcome / Refugee Week / other key campaigns

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A Day of Welcome - Norfolk Schools of Sanctuary

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Suitable for all schools across Norfolk and beyond, our resources invite pupils to respond creatively to their learning with activities that often culminate in some kind of artistic or creative output. We provide plans for one-off lessons that can also be extended into a series of lessons, with more emphasis placed on the creative aspect of the work.

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Including practical examples to inspire and guide schools, the intention for these case studies is to demonstrate the diversity of ways schools have approached becoming a School of Sanctuary. If you would like to share a case study of your school, please get in contact with Megan at megan@uk.cityofsanctuary.org.

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Coltishall Primary School have been a School of Sanctuary since June 2022: https://www.coltishall.norfolk.sch.uk/school-of-sanctuary/

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Free 1 hour Headteacher Update Podcast: Supporting pupils who use English as an additional language

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Free 1 hour Headteacher Update Podcast: Supporting pupils who use English as an additional language

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Some top tips from experts. Just press play- no sign up required

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Podcasts

This episode offers practical advice and examples for how primary schools can best support the education and wider development of pupils who use English as an additional language (EAL), including refugee children.

The podcast features three experts and opens with each guest offering their three tenets of best practice for EAL.

We discuss what primary school leaders can do to ensure effective whole-school provision for EAL pupils, including effective teaching and learning approaches.

We talk specifically about how to support refugee and asylum-seeking pupils given the arrival in recent years of children from Afghanistan, Ukraine and elsewhere.

The podcast discusses EAL pupils' English language development, including what our panellists think about the use of phonics versus language immersion techniques? And how can we best assess early levels of English fluency and use assessment in general to understand progress?

Register now, read forever

Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Register now for free to get unlimited access to all content.

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Headteacher Update Podcast: Supporting pupils who use English as an additional language refugees arrivals asylum-seekers resources lessons teaching teachers family parental engagement

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This episode offers practical advice and examples for how primary schools can best support the education and wider development of pupils who use English as an additional language (EAL), including refugee children.

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? FARSI

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? FARSI

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? PASHTO

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? PASHTO

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? UKRANIAN

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? UKRANIAN

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? HEBREW

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? HEBREW

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? ARABIC

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? ARABIC

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? TIGRINYA

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? TIGRINYA

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? ENGLISH

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Self-help resource for young people on managing in the moment: what’s difficult and what helps? ENGLISH

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Animation: Coping with scary and distressing memories | UK Trauma Council

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Animation: Coping with scary and distressing memories | UK Trauma Council

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Coping with scary and distressing memories | UK Trauma Council

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Evidence based resources to help children and young people affected by war, migration and asylum: information to help cyp make sense of how they are feeling and how they can begin to recover..

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Evidence based resources to help children and young people affected by war, migration and asylum: information to help cyp make sense of how they are feeling and how they can begin to recover..

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Resource for young people who have experienced war and conflict which aim to help young people make sense of the potential impact of trauma and explore ways of coping in the short and longer term.

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Evidence based resources to help children and young people affected by war, migration and asylum: an Animation has been created for young people affected by war and conflict.

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Evidence based resources to help children and young people affected by war, migration and asylum: an Animation has been created for young people affected by war and conflict.

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The UK Trauma Council (UKTC) has created this short animation for young people to illustrate the ways traumatic experiences during war and conflict might impact them. Storytelling helps convey and normalise common physical and emotional responses. The animation also highlights how dealing with the past can help young people move forward and the key role that social connection plays in this journey. The video is also available in: Arabic, Farsi, Hebrew, Ukrainian, You can select subtitles in Pashto and Tigrinya

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Childhood Trauma, War and Conflict (with English subtitles) | UK Trauma Council

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A review of the evidence: Understanding educational experiences of children and young people who are seeking refuge and asylum

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A review of the evidence: around educational experiences and consideration of childhoos trauma of children and young people who are seeking refuge and asylum.

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UKTC: Childhood Trauma, Migration and Asylum: a workshop plan for non MH trained adults

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UKTC: Childhood Trauma, Migration and Asylum: a workshop plan for non MH trained adults

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UKTC: Childhood Trauma, Migration and Asylum: a toolkit for community organisations

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UKTC: Childhood Trauma, Migration and Asylum: a toolkit for community organisations

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UKTC: Childhood Trauma, Migration and Asylum: a toolkit for education settings

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UKTC: Childhood Trauma, Migration and Asylum: a toolkit for education settings

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Anna Freud / UK Trauma Council: Childhood Trauma, War, Migration and Asylum.

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Schools in Mind / AF ‘How education staff can support students seeking refuge and asylum’ seminar 14/11/23 WEBINAR RECORDING

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Schools in Mind / AF ‘How education staff can support students seeking refuge and asylum’ seminar 14/11/23 WEBINAR RECORDING

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Mental health experts and those with lived experience of seeking asylum discuss how education practitioners can improve their understanding of the impact of traumatic events in those affected by war and conflict.

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How education staff can support students seeking refuge and asylum webinar

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 A public commitment to the City of Sanctuary vision of welcome, include the endorsement of City of Sanctuary charter which can be done via signing the City of Sanctuary organisation pledge.  

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 A public commitment to the City of Sanctuary vision of welcome, include the endorsement of City of Sanctuary charter which can be done via signing the City of Sanctuary organisation pledge.  

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Sign the supporting organisation pledge.

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Sign the supporting organisation pledge.

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Share your pledge with the wider school community.

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Share your pledge with the wider school community.

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Display the pledge with your supporting organisation logo.

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Display the pledge with your supporting organisation logo.

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Identify your commitment to becoming a School of Sanctuary on your school website.

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Identify your commitment to becoming a School of Sanctuary on your school website.

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Training and education opportunities are provided for school staff & management on refugee, asylum and migration issues. 

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Training and education opportunities are provided for school staff & management on refugee, asylum and migration issues. 

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Involve staff in the self accreditation process and working towards accreditation.

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Involve staff in the self accreditation process and working towards accreditation.

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1) Secure support from SLT and governors about becoming a SoS: information

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1) Secure support from SLT and governors about becoming a SoS: information

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Provide training that enable staff to meets the needs of sanctuary seeking pupils.

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Provide training that enable staff to meets the needs of sanctuary seeking pupils.

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Healing Classrooms Basics Training- 3 modules

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Healing Classrooms Basics Training- 3 modules

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The Healing Classrooms programme aims to support schools and educators to develop inclusive and nurturing learning spaces for refugee and asylum-seeking students. FREE of charge but requires booking

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This online training consists of three 1hr 15min sessions that provide school staff with the basics of the Healing Classrooms Approach. Sessions feature case studies, discussions and good practice-sharing activities on how to best support refugee students in schools across the UK.

In this training, you will:

Learn about the key psychological impacts of conflict, forced displacement and resettlement on children's brain development, behaviour and learning

Develop your understanding about trauma within the context of refugee communities

Explore psychosocial support strategies that schools can adopt to create healing spaces for students seeking sanctuary

Receive a printed copy of the Healing Classrooms Basics Training Handbook

Sessions start at 4 pm and run during term time. Please find below the next available training dates.

November 2023 (Full)

Sessions at 4 pm on Wednesday

8 November

15 November

22 November

January 2024

Sessions at 4 pm on Thursday

11 January

18 January

25 January

February 2024

Sessions at 4 pm on Wednesday

7 February

14 February

28 February

Sessions at 4 pm on Tuesday

6 February

13 February

27 February

More information

Who can join this training?

School staff who support refugee students, caregivers or families. Staff from all departments (e.g., teaching, administrative) can take part in the training.

What are Healing Classrooms?

The IRC's Healing Classrooms approach-built on 40 years of education in emergencies experience and a decade of research and field testing-offers children a safe and predictable place to learn and cope with the consequences of conflict and displacement.

All of our training series are based on the Healing Classrooms principles and provide practical guidance and resources on how to apply them to the everyday school context.

The Healing Classrooms programme was launched in the UK in May 2022.

"Thank you. We always question that we are doing enough, you have provided some great tools and ideas to support us."

"Thank you - hugely appreciate this course and these resources."

"Felt like we were all listened to - Thank you!"

"Training came at the right time for me. So educational and interesting. Thanks to the training team. You all are awesome!"

"A lovely presenter, so inclusive and encouraging."

"We have had some trauma training previously but this is much better geared towards refugee students."

"This was very good not only for working with refugees but also for young people who have experienced trauma."

"The handbook is of a very good quality and the instructors were very knowledgeable."

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This online training consists of three 1hr 15min sessions that provide school staff with the basics of the Healing Classrooms Approach. Sessions feature case studies, discussions and good practice-sharing activities on how to best support refugee students in schools across the UK. In this training, you will:

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Healing Classrooms CPD Course- 5 modules 

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Healing Classrooms CPD Course- 5 modules 

# data[].attributes.body
The Healing Classrooms programme aims to support schools and educators to develop inclusive and nurturing learning spaces for refugee and asylum-seeking students. FREE of charge but requires booking. If you have joined the Healing Classrooms Basics Training, you can also join this training as it will cover contents more in-depth and provide different case studies and a new handbook

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This free 5-module CPD programme provides school staff with all the key skills and knowledge needed to support refugee and asylum-seeking students. This training provides an in-depth look at the IRC’s Healing Classrooms programme, and can be tailored to fit the specific needs of your school. In this…

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Supporting pupils from Ukraine

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This resource gathers key points about Ukraine, including its educational system and potential challenges and circumstances that Ukrainian students and their families might face as they seek to adapt to the British education system.

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Teacher briefing - Pupils from Afghanistan

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Teacher briefing - Pupils from Afghanistan

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Supporting pupils from Afghanistan

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This resource gathers key points about Afghanistan, including its educational system and potential challenges and circumstances that Afghan students and their families might face as they seek to adapt to the British education system.

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Sign up to these EAL webinars from the Bell Foundation to ensure suitable support, provision and access to lessons and activities are in place for children newly arriving in the UK.

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Sign up to these EAL webinars from the Bell Foundation to ensure suitable support, provision and access to lessons and activities are in place for children newly arriving in the UK.

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Webinars I am so grateful for The Bell Foundation webinars they are so useful, relevant and provide superb CPD for staff and of course are well attended so thank you for hosting these but also for supporting us all to access them. The Bell Foundation's series of free EAL webinars is aimed at providing direct ...

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REUK: Toolkits, reports and other resources

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REUK: Toolkits, reports and other resources

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Whether you're a young refugee or simply someone with an interest in refugee education, we hope these resources will inform and serve you.

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Finding their Way: The Journey to University for Refugee and Asylum-Seeking Young People in Coventry (October 2022)

Research produced by REUK and the University of Warwick regarding access to Higher Education for refugees.

Nationality and borders bill: REUK's report

Nationality and borders bill: REUK's report

Education funding options for young refugees and asylum seekers

Funding organisations which make grants towards fees, travel, educational resources and equipment

Education for refugee and asylum-seeking children: Access and equality in England, Scotland and Wales

A commission from Unicef UK to research the scale and impact of the education difficulties facing child refugees and asylum-seekers in the UK and to propose recommendations for decision-makers and service providers.

Whether you're a young refugee or simply someone with an interest in refugee education, we hope these resources will inform and serve you.

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​Whether you're a young refugee or simply someone with an interest in refugee education, we hope these resources will inform and serve you.

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How to talk to children and young people about war; understanding and supporting our Refugee children 

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How to talk to children and young people about war; understanding and supporting our Refugee children 

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A Free Webinar

Written / Presented by Dr Tina Rae

Chaired by Professor Barry Carpenter CBE

Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022

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Chaired by Professor Barry Carpenter CBE
Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022
Introduction

At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

Many in our schools are getting ready to welcome in these children and young people and considering ways in which they can best support this transition and nurture their families within our communities.

In this webinar Tina guides us through practical ways in which we can ensure that our schools are places of sanctuary, providing the nurture and trauma informed care that our children and young people so need at this current time.

She highlights specific strategies that you can use to support our refugee children as they transition, to ensure that they feel safe and welcomed. There are a number of evidence-based strategies that can easily be adopted and shared. She points out ways in which we can prepare the children who are in our school communities to welcome their refugee friends, and also identifies the best and safest ways to discuss the war with our children and young people.

Tina discusses the following:

How to talk to children and young people about war

How we recognise trauma -related behaviours make use of 'watchful waiting' to identify vulnerability factors.

The need to recognise that all refugee children are different, many will be resilient and not require a bespoke therapeutic intervention - (this may be needed later).

The importance of treating every child individually and listening to their voice - as one refugee child said 'I wish they'd asked me about the football team I supported rather than my journey to this country. It just re-traumatised me.'

How we build and reinforce resilience factors recognise the strengths of individual children and young people.

Using writing, physical, and calming approaches.

How we create safe spaces and make use of anxiety reducing easy wins.

How we ensure schools as sanctuaries in which we build connection, safety, and opportunities for regulation.

The aim of the webinar is to demystify some of the concerns that people may have and provide you with confidence and reassurance you need to undertake this task effectively.

Tina emphasises how we are already doing a great deal in terms of implementing trauma informed approaches and there are opportunities to think about how we can build upon these to further enhance our provisions.

Following the main presentation, there was a Q&A session chaired by Professor Carpenter. All of these elements are included within the recording below.
BA (Hons) PGCE MA(Ed) Msc RSADipSpLD ALCM DipPsych Doc App Ch Ed Psy HCPC registered Educational and Child Psychologist, Author and Educational Consultant
Dr Tina Rae has 40 years' experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Fostering agencies as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK.

Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education.

Tina is a prolific author and has over 100 publications to date. Recent publications include the following:

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing in the Early years for children aged 3-6 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for primary aged children 7-11 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for Adolescents and Teenagers aged 12-16 Buckingham: Hinton House Publishers

Rae, T. (2021) My Toolbox of Wellbeing Journal - creative, inspiring activities and strategies Buckingham: Hinton House Publishers

Rae, T. (2020) Supporting Children and Young People with Emotionally Based School Avoidance Buckingham: Hinton House Publishers

Rae, T.,Middleton, T. & Walshe, J. (2020) Nurturing Peer Supervision: Supporting the Wellbeing of those who Nurture Glasgow: Nurture UK

Rae, T. (2020) It's OK not to be OK: A Guide to Wellbeing London: QED Publishing

Rae, T. (2020) A Toolbox of Wellbeing Helpful strategies and activities for children, teens, their carers and teachers Buckingham: Hinton House Publishers

Rae, T., Such, A. & Wood, J. (2020) The Well Being Tool Kit for Mental health leads in schools A comprehensive Training Resource to Support Emotional Wellbeing in Education and Social Care Buckingham: Hinton House Publishers

About Professor Barry Carpenter CBE OBE D.Litt PhD FCCT

Barry Carpenter was appointed to the UK's first Professorship in Mental Health in Education, at Oxford Brookes University. He is Honorary Professor at universities in the Ireland, Germany and Australia. He has been a Fellow of the University of Oxford.

He has been awarded an OBE and CBE by the Queen for services to children with Special Needs. In 2017 he was entered into "Who's Who" in acknowledgement of his national and international contribution to the field of Special Education.

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. In that role Barry led an important and valuable piece of research on the use of Engagement as a pedagogy. This work become the foundation for England's Department for Education's new guidance for assessment (DfE, 2019). Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities" (www.complexneeds.org.uk).

He is the author of over 150 articles and many texts on a range of learning disability/special needs topics. In the last 12 months, his work has been translated into German, French, Dutch and Russian. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). Most recently he co-authored "Engaging Learners with Complex Needs" (Routledge).

Barry lectures nationally and internationally. In recent years this has included China, Japan, Abu Dhabi, USA, and Germany. In 2018 he will be giving lectures in Australia and New Zealand. He is the co-founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation, he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum, which is the focus of his latest book.

Barry has 3 children - one a School Principal, one a Senior Occupational Therapist and a daughter with Down's Syndrome, who now has a home of her own, published her first book in 2017, and is on an Apprenticeship as a Teaching Assistant.

For more information:

Professor Barry Carpenter's website: https://barrycarpentereducation.com

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How to talk to children and young people about war | Understanding and supporting our Refugee children (A free webinar by Dr Tina Rae) - Evidence for Learning

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Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022 Introduction At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

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Padlet of resources 'Working with Unaccompanied Migrant Children'- CPD for anyone needing / wanting to extend their knowledge

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Padlet of resources 'Working with Unaccompanied Migrant Children'- CPD for anyone needing / wanting to extend their knowledge

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Learn more about what it means to be a School of Sanctuary-read the SoS resource pack

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Learn more about what it means to be a School of Sanctuary-read the SoS resource pack

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The national team will let the Norfolk SoS lead to know the pledge has been made. No donation is necessary as a donation has been made on behalf of Norfolk schools.

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Any organisation, regardless of legal status, can show their affiliation with us by signing up as a Supporting Organisation by signing the organisation pledge.

"We support the 'City of Sanctuary' vision that the UK will be a welcoming place of safety for all and proud to offer sanctuary to people fleeing violence and persecution. We endorse the City of Sanctuary Charter, and agree to act in accordance with City of Sanctuary values and apply the network principles within our work (as far as our specific context enables us to). We recognise the contribution of people seeking sanctuary. Sanctuary seekers are welcomed, included and supported within our context. We expect our branches or local groups (if any) to support their local City of Sanctuary group if one exists, and will facilitate contact between them and their local City of Sanctuary group."

We are willing for our organisation's name to be added to a list of supporters of City of Sanctuary, linked to our website. We are also willing to be contacted by City of Sanctuary with further ideas for how we can turn our support into practical action and to discuss ways we might work together to promote the vision further.

You may also wish to make a voluntary annual donation (scroll below for suggested amounts) to show your solidarity.

All supporting organisations will be listed on our Supporting Organisations page and can use our Supporting Organisation logo.

You can make any donation but we suggest the following amounts based on an organisation's income levels

Organisations with income under £5000

Free

Organisations with income £5,000 to £100,000

£50

Organisations with income £100,000 to £200,000

£100

Organisations with income £200,000 to £500,000

£150

Organisations with income over £500,000

£250

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Any organisation, regardless of legal status, can show their affiliation with us by signing up as a Supporting Organisation by signing the organisation pledge . "We support the 'City of Sanctuary' vision that the UK will be a welcoming place of safety for all and proud to offer sanctuary to people fleeing violence and persecution.

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We are a national network of over 400 primary and secondary schools, nurseries and sixth forms all committed to creating a culture of welcome and inclusion for refugees and people seeking asylum.

Driven by teachers, school staff, parents, governors and community groups, this network supports the thousands of young people seeking sanctuary in the UK, raises awareness of the issues facing people in the asylum system, challenges misconceptions and builds social cohesion.⁣

Schools are supported every step of the way either by an accredited Local Lead or by the Schools of Sanctuary Team at City of Sanctuary UK.

Interested in joining this movement of welcome?

This website, our Resource Pack and our half-termly newsletter are available to any school that wishes to learn more and get involved.

Ready to begin your journey to becoming an awarded School of Sanctuary?

Sign the pledge and see the next steps.

If based in the Republic of Ireland, please visit the Schools of Sanctuary Ireland website.

Latest Schools Posts from across the City of Sanctuary Network

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We all have a part to play in building a welcoming and inclusive society. We are a national network of over 400 primary and secondary schools, nurseries and sixth forms all committed to creating a culture of welcome and inclusion for refugees and people seeking asylum.