variety of practical, team building activities, relating to the real world and how we can use these examples to educate children.

Unconscious bias- conditioned to stick to our own (hereditary),

Developmental psychology- NC helps with development stages (Are base line assessments effective?) Why don't we have educational experts creating our NC?

Young men- Issues facing young boys (year 7 and above), How can we encourage this conversation in primary? Social media - everything is so accessible, teachers to be pro active, for boys because issues start from an early age.

PSHE- toxic masculinity is a harsh word, instead talk about emotions (it's okay to cry etc).

Pressure among young boys to be a man. 'Place to be program' - place to talk (safe room) but boys can mock that child needs help, maybe we can start from primary level.

Culture, religion and racism have an effect on young boys.

Teachers to be trained on what children know on social media, to know whats current, for example youtube shorts and tiktoks.

Autism- Jude has great experience. Autism in primary school- teacher to be calm, positive and zen. Different ways of dealing with autism.

Avoid saying 'look at me'- children may feel they have done the wrong thing, front facing training?- some cultures believe it is disrespectful, going against cultural norms.

Teachers to be sensitive to cultural differences.

Why are we forcing autistic children to join in with group activities?

Emotional- Do we bombard children? cognition overload?

Covid- if children don't learn at the right time, it can lead to academic gaps.

Memories- children work at different speeds. Ice breaker example- a 1/4 is memory and below the water is genes.

Give children as much experience as some will not get access any other way, for example writing in snow.

Outside focus- children may be distracted.

Inside focus - day dreamers (having the right balance between the two).

your brain is always assessing the environment which works alongside the learning task- link to that is anxiety- become high alert, if the child is scared.

Trauma-

Simple tasks can lead to fight or flight.

In schools we don't share enough information, just to make the teacher aware as to why the child is behaving in the way he/she is.

Trauma can show many years or days later, for example if you are conceived in a war zone you will have trauma.

Teachers can build a relationship just by showing up everyday.

If a child turns on you, don't take it personal, as it can be a test of teachers love because they have been let down before- link to attachment.

Trauma can be generational- linking back to parents trauma.

Resilience- why is trauma more prevalent now? Before we lived/ worked in closer communities and no one would speak about issues, but now more families are broken, and it is spoken about much more.

Tools for resilience- teaching children to learn from their mistakes. emotional regulation, social workers, nurses, mediators etc not just teachers.

ICT- 1 in 7 males have colour blindness- change colour in google docs.

technology read along- benchmarking, talk into chrome books, used for analysing reading.

AI- use in class for teachers for example social stories about hands up.

Google translate- EAL translates in different dialects.

Notebook lm- makes podcasts, teachers can scan documents and can broadcast it to you as a podcast.

Engaging mind- character education- lessons to develop character.

Key takeaways:

What can we do to teach belonging?

What is the purpose of our writing?

Classroom environment

Cultural intelligence

Communication

Active mindfulness

Pupil voice - pupil perspective

What is a child's legacy?

Google for social stories

a) to de-escalate situations,

b) to talk about pupils and to describe their needs

c) to use prompts / scripts to encourage a sense of belonging within the classroom at first and then within the wider community

...through actions - ie celebrating cultures, working together as a team

...celebrating differences and what this brings to a team