A behaviour and consequences flow chart that you can use after an event with pupils to discuss what they did and what they could have done. I find this useful in that it encourages SEND pupils, including children with Autism, a logical approach to explaining an emotional reaction. I allow children to draw their answers if they’re not comfortable in writing them. I have used this in detention so that pupils are at least thinking about why they’re suffering consequences - because of their own choices.

I used this with particular autistic children that struggle to explain in words what they are feeling and why they are feeling this way - e.g. after an argument on the playground. They can write down what happened and you can give them house points as an incentive for telling you how they feel.

2+ hours of teaching content for PSHE with a focus on student wellbeing and mental health upon returning to school in 2020. Developed by a children’s PSHE/mindfulness teacher, resources and techniques are tried and tested, making for a calming start back after a difficult year. This would make for a fantastic welcome back PSHE morning, setting a precedent for the kind of emotional intelligence and regulation that you hope to foster within the classroom. The topics and activities are key to any kind of recovery curriculum you’re hoping to put in place. The Session runs as follows: We tune into the present moment through a Breathing Space mindfulness meditation. Digging deeper, we consider the feelings/emotions that we have experienced recently and today, trying out Dr. Dan Siegel’s ‘name it to tame it’ method. We consider the ups and downs of happiness overall and specifically in 2020, completing our own happiness chart. Working in groups, we brainstorm strategies to boost our moods. In pairs, we take part in a cutting and sticking task based on the circle of control and deciding what we can and cannot control right now. We try an individual and team Gratitude Bomb, with a focus on 2020. Finally, we reflect on our learning/mindset. Activities are designed so that staff can pick up and use, with guidance provided to support delivery in the notes section of the powerpoint. Resources for various activities are also provided. These activities are well-suited to KS2 or KS3, with extension tasks throughout and tips as to how to use with younger children. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

7-8 hours of teaching content for PSHE with a focus on student wellbeing and mental health. Students follow through each lesson, completing a range of speaking/listening/written activities, using an accompanying booklet. This can either be taught as a unit of work at KS2 or KS3, but equally it makes for a fantastic wellbeing day. This would be an excellent back to school day, sure to boost relationships and emotional intelligence from the get-go. Throughout these sessions, students are trained in the WARRIOR code as follows: Lesson 1 - What does it mean to be a warrior? Discussions link to mental health, strength, courage, resilience & what it means to be warrior. Lesson 2 - Work (Growth Mindset & basic neuroscience) Lesson 3 - Appreciate (Gratitude practice) Lesson 4 - Risk-hunting (Fight, Flight, Freeze & confidence-building techniques) Lesson 5 - Resilience (including the Iceberg Illusion) Lesson 6 - Investment in Kindness Lesson 7 - Observe (B.E.S.T Mindfulness - Breath, Emotions, Senses, Thoughts) Lesson 8 - Responsibility (Rights & Responibilities) Lesson 9 - Creative activities to consolidate Lessons are differentiated via questions and extention tasks wherever possible and are all easily adaptable. Lessons are designed in a way that staff can pick up and use and there are worksheets/students booklet provided wherever needed. Extra guidance is given in the notes section of the powerpoint to support effective delivery. Lessons are planned with the latest PSHE Association and DfE guidance for PSHE in mind. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

I hand out my contract to pupils in the first week of having a new class. They then write their own. We discuss the ins and outs of this, specifically thinking about WHY we have certain rules. I laminate theirs and mine and put them on the wall to be referred to whenever one of us steps out of line! There’s also a planning frame for poor writers.

This is planning I created a few years ago to use with a year 5 class. We were asked to take the whole first week of term with our new classes to perform ‘getting to know you’ activities Take a look at the plan. It worked really well - it was a great week! I’ve also added the pictures we used for the wartime artwork. The kids throughly enjoyed this activity - they looked at the wartime poster and adapted them for school e.g keep calm and carry on working! These posters stayed up in class all year long. Activities are easily adapted for KS1 - KS2 pupils, and parts of this could be taken and used at KS3 in PSHE, Tutor time, Art or History.

The Breathing Space meditation is a quick way of encouraging children (or adults) to step out of auto-pilot, whereby they become aware of the thoughts and emotions that are currently driving their mood and behaviour, before harnessing the power of their attention via breath and body. It’s a super effective way of practising self-awareness and self-management, the key components of emotional intelligence and mental health. It can be used with individual children at home or with full classes in school. It’s useful whether practised every morning, as a means of resetting attitudes after break/lunch/transition or as a tool to use in the moment, when students moods/attitudes are perhaps slipping. The wording of this meditation works best I think for KS2 - KS3 though I think it’s worth trying with KS1 KS4 or adults (works a treat for me!) I’ve attached a link to the YouTube clip and the audio file, as well as the slides that I use alongside this meditation, which encourage follow-up discussion so that children are expanding their emotional vocabulary also. If you enjoy this, check out my lockdown #mindful100 project on here YouTube. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

I developed this when working with a year 5 class, as I felt communication between school and home wasn’t good. Pupils filled this in on thursday, I checked it on friday and added any comments if necessary (usually not) and then pupils took this home on fridays for their parents. Logs then came back to me on monday and I could then deal with any issues the parents have. The aim is to improve school-home relations. Suitable for KS2 students.