Case studies/best practice
Understanding ME
0ME, or Chronic Fatigue Syndrome, is often a misunderstood disease, causing those who suffer from it to feel exhausted after a period of exertion. It is thought that viral infections may play a part with implications for diagnosis post-Covid-19. Elizabeth Holmes explains why schools should be cautious in their expectations. Summary Children experiencing ME will struggle to attend school.There is concern that there could be an increase in the number of children with ME. ME has a profound impact on a child’s ability to learn.In cases of ME prosecution is not appropriate and can be challenged. ME, or Myalgic Encephalomyelitis…
Reviewing your approach to behaviour
0Students’ behavioural issues did not disappear when schools were closed. On the contrary, they are likely to have been compounded with other problems at home. What is the DfE’s advice and what practical measures can schools take to keep behaviour in check? The pandemic might have dominated our discussions over the past few months but it has not removed the many other mental health and behavioural challenges that schools were dealing with in March 2020. On the return to school, behavioural issues for individuals, groups and the school community in general are likely to have surfaced again and some with…
Resilience: Are we getting it right?
0With the understanding that we need to help students and staff improve their resilience, Samantha Garner cautions against thinking about it as being within the student and within us as a mindset. It’s about more than that. Summary Resilience is not an innate feature of personalities.Those who face the most adversity are least likely to have the resources necessary to build resilience.Support networks, including financial resources, improve our resilience.There are internal factors that we can help boost to improve a student’s resilience. The number one is linked to their self-esteem.Teaching students problem-solving skills is crucial for resilience. All descriptions of…