Completed
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Emotional Security in the Classroom project
Creating an emotionally secure learning environment is vital for care-experienced young children. The elements needed are linked to trusting the adult to help and contain, tolerating not knowing, asking for help when needed, tolerating making mistakes, and persisting when a learning task gets difficult.
About the project
This mixed methods case study followed ten primary aged children over two years at the Mulberry Bush, after adaptations had been made to the school curriculum and curriculum delivery. Data were also collected from focus groups with teaching staff.
Key findings
- The majority of children maintained or improved classroom confidence, trust in staff, self-esteem, behavioural regulation and engagement with learning after adaptations had been made.
- Child progress is not linear.
- Curriculum underpins engagement.
- Staff support and supervision is vital.
Publication
'Enhancing the emotional security of pupils in the classroom: a case study of a therapeutic residential special school' was published in Emotional and Behavioural Difficulties.
