Connect is the new name for our Support for Learning provision at Johnstone High School. It represents our ongoing commitment to inclusive education, where equity, respect, and support are at the heart of everything we do.

Guided by the principles of Getting It Right for Every Child (GIRFEC), Connect brings together teachers, support staff, and partners across the school to ensure the individual needs of every learner are identified and met.

Connect is a welcoming, well-equipped space designed to offer a wide range of tailored supports, whether that’s help with learning, building confidence, emotional regulation, or developing social skills. It’s a place where pupils feel valued, included, and ready to learn.

In Connect, every pupil is encouraged to make the most of their unique skills and talents. They are supported by a highly trained and experienced team dedicated to helping them thrive in a nurturing and positive environment.

Susan Sey from Education Scotland will explain:

• how Immersive Reader can be used to support pupils with reading, comprehension and word recognition

• how pupils can have text read out aloud

• how pupils can customise their personal settings so there is consistency across applications and devices.

Being autistic means you may feel things and react to them differently to non-autistic people. You may find socialising confusing or tiring, and you may become overwhelmed in loud or busy places. You may have intense interests, prefer order and routine, and use repeated movements or actions to calm yourself or express joy. You might mask your discomfort to fit in, which can lead to mental illness.

The place for evidence-based practices, tips, and tools designed just for your special education classroom & caseload.

Transform your learning environment and experiences to ensure autistic students thrive - backed by real-world experience and evidence-based approaches

Real-Life, Practical, Evidence-Based

ASD Strategies in Action gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ, or work with individuals on the autism spectrum from early childhood to young adulthood.

The Toolbox was created to support the Scottish Strategy for Autism which ended in 2021, and aims to build on improvements to autism services and increase access to these.

Key Benefits:

1. Improves Social Communication Skills

• Encourages turn-taking, listening, and sharing ideas in a natural, engaging context.

• Promotes reciprocal interaction through assigned roles (e.g. builder, supplier, engineer), helping children learn to communicate clearly and purposefully.

2. Supports Emotional Regulation

• Provides a predictable and calming structure, which can reduce anxiety and support emotional control.

• Offers opportunities to practice problem-solving and managing frustration when faced with challenges or disagreements.

3. Builds Confidence and Self-Esteem

• Achievable tasks foster a sense of success and competence.

• Participants often experience an increase in peer acceptance, especially when sessions are integrated with neurotypical peers.

4. Encourages Inclusion and Peer Relationships

• Creates opportunities for positive social interactions in a low-pressure, shared-interest setting.

• Promotes inclusive practice by enabling mixed-ability groups to work collaboratively and equally.

5. Enhances Fine Motor and Cognitive Skills

• Improves manual dexterity, spatial awareness, and planning through hands-on construction.

• Strengthens executive functioning through structured tasks and following multi-step instructions.

Key Benefits:

1. Improves Emotional Regulation and Reduces Anxiety

• Helps pupils become more aware of their thoughts and feelings, supporting self-regulation and resilience.

• Evidence shows reduced levels of stress, anxiety, and emotional reactivity, especially in pupils experiencing trauma, EBSA (Emotionally Based School Avoidance), or low mood.

  
  

2. Enhances Focus and Attention

• Mindfulness practices boost concentration and cognitive control, making it easier for pupils to stay on task and retain information.

• Particularly beneficial for learners with ADHD, autism, or sensory sensitivities.

  
  

3. Supports Positive Mental Health and Wellbeing

• Promotes a greater sense of calm, safety, and self-acceptance.

• Encourages positive mindset, compassion, and optimism—key for long-term wellbeing.

  
  

4. Builds Empathy and Improves Relationships

• Fosters emotional awareness and empathy, enhancing peer relationships and reducing conflict.

• Supports inclusive, respectful classroom cultures aligned with UNCRC rights and wellbeing indicators.

  
  

5. Improves Behaviour and Reduces Disruption

• Children who practice mindfulness regularly tend to show greater impulse control and lower levels of disruptive behaviour.

• Supports restorative approaches by helping pupils reflect calmly and take responsibility for actions.

  
  

6. Accessible, Low-Cost and Adaptable

• Can be integrated easily into school routines (e.g., daily check-ins, brain breaks, or assemblies).

• Useful across all stages and settings—from nurture groups to mainstream classrooms.

  
  

Evidence and Alignment

Mindfulness aligns with Scotland’s Curriculum for Excellence (Health and Wellbeing) outcomes, and supports HGIOS 4 indicators such as 3.1 (Wellbeing, Equality and Inclusion) and 2.4 (Personalised Support). Research from the Mindfulness in Schools Project (MiSP) and Emerging Minds UK indicates positive impact on learning engagement, emotional development, and staff wellbeing.

Principal Teacher Support for Learning

Mrs Priestley

Teacher Support for Learning

Classroom Assistant

Mrs Woods

ASNA's

Mrs Arthur

Mrs Rowan

Mrs Harttrup

Mrs Hamilton

Mrs Canavan

Key Workers

Miss Paterson

Vacancy

Developed in Australia by Good Grief Charity and widely implemented internationally, including in schools across the UK and Ireland, the programme is based on the belief that change, loss, and grief are a normal and valuable part of life. It helps children and young people make sense of their experiences and learn how to adapt in healthy and constructive ways.

Art Intervention for Relaxation and Mindfulness is a structured, therapeutic approach designed to support mental wellbeing, emotional regulation, and stress reduction in children and young people through creative expression. It uses art-making as a tool for mindfulness, allowing pupils to explore their thoughts and feelings in a non-verbal, reflective, and calming way.

This type of intervention is particularly effective for pupils experiencing anxiety, low mood, emotional dysregulation, social stress, or trauma, and can also benefit those simply needing a safe, quiet space to build self-awareness and resilience.

Programme Structure

• Target Group: Suitable for pupils of all ages and abilities. Groups typically consist of 4–8 pupils to ensure a calm and supportive environment.

• Delivery Format: Weekly sessions (often 45–60 minutes), delivered over 6–10 weeks.

• Led by a trained member of staff, with an understanding of mindfulness, trauma-informed practice, and creative facilitation.

• Facilitated in a calm, quiet, and predictable setting, where pupils feel safe and respected.

  
  

  Key Themes and Activities

• Mindful Drawing and Doodling: Using repetitive patterns (e.g. Zentangle) to promote focus and calm.

  
  

• Breath-Linked Art Activities: Drawing or painting in rhythm with slow, controlled breathing.

  
  

• Emotion Mapping and Colour Work: Exploring emotions through colour, shape, and abstract form.

  
  

• Nature-Based Art: Incorporating natural materials (leaves, stones, etc.) to enhance grounding and connection.

  
  

Key Benefits

• Promotes relaxation and stress reduction.

  
  

• Enhances self-awareness, emotional literacy, and mind-body connection.

  
  

• Provides a non-verbal outlet for processing emotions and experiences.

  
  

• Builds concentration, patience, and self-esteem.

  
  

• Encourages a sense of achievement and pride in personal expression.

  
  

• Supports pupils in developing coping strategies they can carry into the classroom and daily life.

  
  

Theoretical Foundations

• Informed by principles from:

  • Mindfulness-Based Stress Reduction (MBSR)

  • Art Therapy and Expressive Arts Therapy

  • Trauma-Informed Educational Practice

  • Cognitive Behavioural Approaches (e.g. using art to reframe unhelpful thoughts)

Implementation Considerations

• Parental consent should be obtained, especially if used as part of a targeted wellbeing intervention.

  
  

• Clear group agreements around respect, confidentiality, and emotional safety are essential.

  
  

• Pupils are not assessed on artistic ability; the emphasis is on process, not product.

  
  

• Can be adapted for individual or group work, and integrated with wider wellbeing programmes.

Bikeability is suitable for pupils of all abilities and can be particularly impactful for those who benefit from hands-on, outdoor learning experiences.

Programme Structure

• Target Age Group: Typically offered to pupils in Upper Primary and Lower Secondary (P5–S2), but adaptable for other stages depending on developmental readiness.

  
  

• Delivered by trained, accredited Bikeability instructors over a series of structured sessions.

  
  

  Key Aims and Outcomes

Beyond developing safe cycling skills, the Bikeability programme contributes to pupils’ overall wellbeing, physical health, and emotional development by:

• Building self-confidence and independence

• Enhancing focus, coordination, and gross motor skills

• Supporting mental wellbeing through physical activity and time outdoors

• Encouraging resilience through overcoming challenges and skill-building

• Fostering a sense of achievement and personal responsibility

• Promoting positive risk-taking in a safe and structured environment

  
  

Wellbeing and Confidence Impact

Bikeability aligns with several wellbeing and learning frameworks, including SHANARRI indicators and Curriculum for Excellence HWB outcomes, particularly in areas such as:

• Healthy: Promotes regular physical activity

• Active: Encourages outdoor engagement and movement

• Responsible: Teaches road safety and personal responsibility

• Confident: Builds self-belief through practical skill development

• Included: Group-based and accessible, with adaptations available for additional support needs

*Bikability can lead to achievement of the SQA Cycle Maintenance Award in Senior Phase (more info; https://www.sqa.org.uk/sqa/files/nu/H7KY44.pdf )

Delivered in small groups by trained school staff or youth workers, the programme is particularly effective for pupils facing difficulties related to social pressure, anxiety, low mood, peer conflict, or personal circumstances that are affecting their wellbeing or school engagement.

Programme Structure

• Target Group: Typically aimed at S1–S4 girls and young women, but can be adapted for upper primary or senior phase pupils.

  
  

• Group Size: Small groups of 6–8 pupils to encourage discussion and peer support.

  
  

• Delivery: Weekly sessions (usually 6–8 weeks), led by a consistent, trusted adult (e.g. pastoral staff, SfL teacher, PSA, or external facilitator).

  
  

• Session Length: 45–60 minutes per session, with follow-up or drop-in opportunities if needed.

  
  

• Environment: Delivered in a nurturing, confidential, and inclusive setting, often with soft furnishings, refreshments, and creative resources to support comfort and engagement.

  
  

Key Themes and Session Topics

Each session focuses on a key area relevant to the lived experience of girls and young women. Common topics include:

• Self-esteem and body image

• Friendships, peer influence, and social media

• Healthy relationships and boundaries

• Managing emotions and coping strategies

• Confidence building and goal setting

• Future aspirations and self-empowerment

• Women’s roles in society and identity

• Positive affirmations and values-based reflection

  
  

Sessions often include a mix of discussion, reflective tasks, creative activities (e.g. journaling, vision boards, arts), games, and relaxation techniques.

Wellbeing and Confidence Impact

Miss, Ms, Mrs supports pupils in line with SHANARRI wellbeing indicators and HGIOS 4 themes around wellbeing, equality, and inclusion.

Outcomes include:

• Increased self-awareness and self-worth

• Improved emotional regulation and communication

• Stronger peer relationships and conflict resolution skills

• Greater ability to recognise and navigate social pressures

• Development of positive identity and future aspirations

Making a difference in the lives of all Children and Young People experiencing EBSA (Emotionally Based School Avoidance)

What is EBSA?

EBSA refers to persistent difficulties attending school due to emotional factors such as anxiety, stress, or trauma. It is a growing concern nationally, particularly in the wake of the COVID-19 pandemic and rising mental health challenges among young people. Addressing EBSA requires a sensitive, trauma-informed, and whole-school approach.

Training Overview

The CPD package includes three parts, designed to be both informative and reflective:

• Part A: Consolidating Understanding
  A recorded video introducing the concept of EBSA, exploring national trends, key research, and a trauma-informed approach to support.

• Part B: Reflective Thinking
  A live, interactive session for staff to reflect on real-life scenarios, share experiences, and consider how to best support the wellbeing of students affected by EBSA.

• Part C: Resources and Signposting
  A second live session focused on practical strategies and tools, including Barnardo’s ‘My Journey’ resource, with an emphasis on staff wellbeing and self-care.