Return to school: a trauma informed approach.

Developed specifically during the COVID19 period this training helps schools understand and manage children’s feelings and behaviours as they return to school. Not only looking at student wellbeing, this training takes a systems approach to the school transition. Thus, it addresses teacher and school wellbeing as a fundamental element to a successful return to school.

Mood and developmental disorders

Topics under this heading address disorders such as Anxiety, Depression and Autism Spectrum Disorders. Sessions focus on understanding and identifying the symptoms of these disorders by age group and address strategies on how teachers can support students. These strategies are tailored to age groups and include sessions on play based activities for younger children. Trainings take a community systems approach to intervention, paying attention to the role of the student, teacher, wider faculty and family in providing integrated support for the young person.

Managing risk.

Around one in ten adolescents will self harm in their life time. This results in high teacher contact with this very distressing behaviour. Similarly, teachers will frequently be the first point of disclosure for suicidal thoughts. These trainings empower teachers to feel confident in understanding these behaviours and establish clear risk management procedures that work within their schools. Sessions also focus on managing teacher distress and wellbeing while working with these difficult behaviours.

Academic achievement.

These trainings can be delivered to either faculty or directly to parents. The factors predictive of academic achievement are addressed. These include factors inherent to the student, but also those of schools and parents. Sessions focus on how schools and parents can maximise the potential of their young people with realistic and supportive strategies. Common self handicapping behaviours are addressed, along with strategies to overcome these behaviours.

Trauma.

Trauma results in a unique set of emotional and behavioural outcomes that can significantly impair a students ability to engage with school. These sessions explore how trauma shapes the developing mind and helps teachers understand how they can best support these students and their families.

School refusal.

School refusal and school reluctance can become entrenched behaviours that are extremely disruptive to a young persons education. Sessions focus on understanding school refusal and are tailored to the appropriate age group. Strategies on managing school refusal are provided with respect to the unique requirements of the individual school.

Teacher wellbeing.

Teachers exhibit some of the highest rates emotional exhaustion. These sessions explore the risk factors for emotional exhaustion and help schools develop strategies for ongoing teacher wellbeing.

Understanding and managing technology use.

These trainings can be delivered to the faculty or directly to parents. Sessions aim to empower parents and teachers with up to date research on the impact of technology on developing minds. Strategies for managing technology use are discussed. Strategies take into account the highly emotional reactions parents receive from their children around technology use. By understanding and acknowledging the experience of young people around technology use, responsible use strategies can be more peaceably implemented.