nurturing north ayrshires recovery

NNAR participant workbook Unit 4 – Nurture is Important for Wellbeing

Nurturing North Ayrshire’s Recovery

Unit 4

Nurture is Important for Wellbeing

Participant Workbook


Context

NNAR is committed to providing a relationship based and nurturing approach

to support the recovery and return to schools. NNAR has 7 units which include:

• Unit 1 - Stress, trauma and resilience PRIORITY UNIT

• Unit 2 - Learning is understood developmentally

• Unit 3 - Environment offers a safe base PRIORITY UNIT

• Unit 4 - Nurture is important for wellbeing

• Unit 5 - Language is a vital means of communication

• Unit 6 - All behaviour is communication

• Unit 7 - Transitions are important in children's lives PRIORITY UNIT

This booklet is designed to be used in partnership with the pre-recorded slide

show presentation. It provides a space for you to record your thoughts and

reflections as you progress through Nurturing North Ayrshire’s Recovery

professional learning programme.

Overview of Unit:

Section 1: Staff Wellbeing (Looking inwards)

Section 2: Promoting Positive Staff Wellbeing

Section 3: Promoting Positive Pupil Wellbeing

Section 4: Assessing Pupil Wellbeing


We are probably familiar with this pyramid - Maslow’s hierarchy of needs The theory is that the upper tiers rely on the foundations of the lower tiers. 1. Basic needs, 2. Psychological needs , 3. Self-fulfilment needs This fits with nurture principles. understanding learning is understood developmentally and also understanding the importance of nurture for wellbeing It outlines the role that feeling safe, secure and connected underpins higher order areas such as self esteem, social and emotional competence and self actualisation

• Effective learning cannot happen unless the more basic needs for physical and emotional nurturing are met first and then the opportunities are created to develop emotionally literate skills & attitudes and the habits of sound emotional wellbeing.

• A key message is the need to focus on child’s safety and security before you are able to further develop areas such as resilience and growth mindsets. A mindset based approach on its own won’t work with a young person who has difficulties with trust and relationships.

Section 1 – Staff Wellbeing

Notes:

Think about the questions on the slide and

note your answers here.


Write down answers to the above questions in the space provided or feel free to use the

box below.

Defining Wellbeing

“Wellbeing” can be used to describe our holistic health,

including our physical, mental and emotional health. When

we have good levels of wellbeing we feel that life is in

balance and that we can generally cope well. We feel

motivated and engaged and are able to show resilience

and “bounce back” from life’s challenges (Anna Freud.org).

Circle the statements below which apply to you when you are experiencing good wellbeing or add

some answers of your own.

We can manage workload more effectively Happier More motivated Confident Self-assured

Productivity increased Job satisfaction Relaxed In control Value/ self-worth

Look forward to things Laugh more often Feel more dedicated and committed

Resilience grows We have more time for others Sleep better


Using traffic lights to gauge our wellbeing.

Green (all good!)

Amber (pay attention!)

Red (it’s time to act!)


Using the information provided in the tables on the previous page, have a go at completing your

own. Remember that amber signs are like triggers; they are telling us to proceed with care and keep

an eye on ourselves.

Before we move on to Section 2, think about the illustration… Where is your head at right now? Is it full of the information we have just covered? Are other thoughts swirling around relating to other things such as work…tending to the kids….dinner?! If that’s the case just take a second to be mindful of what is going on right now. Is your mind busy? Are your eyes square? Is it time to stop and pick up Part 2 tomorrow? Whatever your response please appreciate the way you feel and listen to it. Perhaps putting the kettle on and grabbing a biscuit (you deserve it!) is all you need to compose yourself and reconnect.

Additional notes:


Section 2 – Promoting Positive Staff Wellbeing “Good staff wellbeing is essential for cultivating a mentally healthy school, for retaining

and motivating staff and for promoting pupil wellbeing and attainment.”

mentallyhealthyschools.org.uk

Recognise the power of relationships…

Write down who you talk to when you need support? How do you link in with

others?

It's vital that we check in with pupils to name and identify feelings. It

is also important to check in with how staff are feeling. This could

identify collective feelings or individual that might be struggling and

may need more support. Our support networks are so valuable. We

all need someone to talk to and while this may not always be SMT;

our peers – colleagues and friends are excellent sources.

Look at the self-care card and note down the things you do or could

do to look after yourself:

What I do:

What I could do:

The image on the right refers to social media and technology.

Think: do you use these things in a positive way? If not, what could

you do to encourage unnecessary stress that might be caused by

exposing ourselves to harmful content?


Using Positive Affirmations

In relation to slide 22, take a look at the statements that have been copied below. Select at

least two that you will begin using or – using the table – note down the negative thoughts

you tend to use and try flipping them on their head by making them positive!

• Instead of seeing something as challenging, see it as an opportunity.

• No-one is perfect. It’s okay to make mistakes.

• If I don’t get the job done today it’s not the end of the world. It will still be

there tomorrow.

• My best is good enough.

• I deserve to be treated well and to feel valued.

• I am always learning and improving. If I don’t understand something fully it’s

alright to ask that I’m getting it right.

• I don’t need to say ‘yes’ to everything. It’s okay if I prioritise myself.

Earlier in Part 1 we explored three different aspects to our well-being using a traffic light system. You may find

the template above useful in helping you plan what you could do to help yourself when your well-being begins

to move into the amber zone (larger copy available in folder).

Negative thought/ internal criticism Positive affirmation


Section 3 – Promoting Positive Pupil Wellbeing

In this section we will look at strategies we can use to support positive wellbeing in the

classroom and wider school environment.

Development of Wellbeing

Further examples:

• There is a welcoming and safe environment for all, that is, parents/carers, pupils and staff, which encompasses all areas of the school, inside and out.

• Regular daily check ins, welcome routines and class rituals • Boundaries are set and delivered clearly, fairly and with sensitivity (emotional warmth). • There will be consistent evidence of highly attuned de-escalation practice during high

stress situations, including use of positive body language, minimal use of language, body space awareness and appropriate use of tone and volume, and avoiding escalation traps.

• There is good provision of safe spaces, inside and out, to support emotional regulation and feelings of safety and security.

• Based on individual needs of children and young people, additional structure and supervision is provided by staff across the school, including at key times and in key areas.

• The school is sensitive in maintaining and promoting key nurturing relationships for the most vulnerable pupils across the school, for example by giving key time

Write down any particular strategies you have used which have helped to develop wellbeing:


This video highlights examples of check-ins in a Primary School setting…

https://blogs.glowscotland.org.uk/an/burnsideprimaryschool/?p=840 (Morning meet and greet

was filmed pre-covid 19)

Discussion Point

• How could you introduce a welcome routine in your context to suit the age and stage of

learners in your establishment?

• What are the keystone classroom routines within your practice/your

classroom/your establishment?

Notes:

https://blogs.glowscotland.org.uk/

https://blogs.glowscotland.org.uk/an/burnsideprimaryschool/?p=840

https://blogs.glowscotland.org.uk/an/burnsideprimaryschool/?p=840


Wellbeing Activities

For younger children…

Naming the emotion is often enough to help you think more clearly. Once the emotion is called out, we can zoom in to the physical to see how and where that feeling shows up in our bodies. Before becoming outraged, for example, you feel tension in your body, your heart rate increases, and you either stop breathing or experience shallow breaths. You probably feel like you’re about to explode. This goes for all intense emotions. As we get better at detecting our feelings, we can more quickly notice when they’re present (or on the way) and decide how we want to respond versus just reacting without much thought. Young children can show their emotions using paint, sand or clay, older children can find creative ways like songs and raps to describe feelings .

How can spending time outdoors improve our wellbeing?

https://blissfulkids.com/mindfulness-activities-kids-teens-emotion-detectives/


Listening to, singing and making music impacts our emotions and those of children – it's something many of us can feel almost immediately in ourselves when we are exposed to music. Listening to and making music stimulates feel good chemicals in our body. Research has shown students who participated in musical activities had higher self-esteem and motivation levels, in part stemming from the improved relationships they had with parents and teachers. The children who took part in musical activities talked to their parents and teachers more, leading also to richer social relationships. Children can talk about songs that are important to them and their families. Feels FM by SeeMe uses feelings emojis to create playlist that can then be played in spotify. Task: Create a playlist of songs that make you feel happy. This is a fun way of communicating the power of music and could be done with your pupils.

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https://education.gov.scot/improvement/learning-resources/compassionate-and-connected-classroom/ The compassionate and connected classroom resource has a range of wellbeing activities, including many that promote positive wellbeing alongside those that help children to problem solve and to develop coping skills.

Section 4 – Assessing Pupil Wellbeing

This section is for staff that are unfamiliar with completing wellbeing assessments. Please skip this section if this does not apply to you. Our role as teachers and other education professionals is multifaceted. However, ultimately, we are aiming to provide an excellent education for all of the children in our care so that they can reach their potential. Why Wellbeing? The purpose of the curriculum is encapsulated in the 4 capacities. The GIRFEC approach supports children and young people so that they can grow up feeling loved, safe and respected and can realise their full potential.

Activity: Print versions of the 4 capacities (Unit 4 folder) and ask staff to highlight which words concur with a nurturing approach. Discuss the following statements “I am not here to be your friend, I am here to teach”, “Don’t smile till Christmas” ‘School is for learning…’ What impact do you think these have on the relationships in the classroom? Do the capacities reflect the need for a nurturing environment/teaching of social emotional skills as well as academic? Social and emotional skills need to be taught and learned. Nurture is a prevalent theme across all the capacities.

https://education.gov.scot/improvement/learning-resources/compassionate-and-connected-classroom/

https://education.gov.scot/improvement/learning-resources/compassionate-and-connected-classroom/


Suggested articles to promote further discussion:

• https://marymered.com/2020/09/27/opening-the-can-of-worms-fear-of-trauma-informed-practice/#:~:text=Opening%20the%20can%20of%20worms%20%26%20fear%20of,inadvertently%20complicate%20it%20and%20create%20even%20more%20trouble.

• https://teach4theheart.com/the-7-bad-habits-of-ineffective-teachers/

Notes:

Reflect on your own teaching and your subject. What opportunities are given to cover HWB? Note your answers

down:


All practitioners should know how to identify a wellbeing need. A wellbeing need may be identified by the child or by anyone who knows or supports the child and can be identified for many reasons, such as (but not limited to) the following:

• a child may be worried, anxious or upset about an event/set of circumstances, including socio-economic circumstances;

• a parent(s)/carers or family member may have noticed a change in the child’s behaviour, demeanour or developmental progress;

• a parent(s)/carers or family member may have concerns about the impact on their child of an event or set of circumstances;

• a practitioner may have concerns for a child’s health, or may have noticed a change in their behaviour, demeanour or development; and

• a child may be offending, or putting themselves at risk of harm. What should I do when a child, their parent(s)/carers, or someone who works with them raises a wellbeing concern? Use the wellbeing indicators and carefully consider the situation by asking the five questions. You may then require to go on and use the other tools within the Practice Model i.e. My World Triangle and Resilience Matrix. Wellbeing assessments should be carried out appropriately and proportionately to the needs of the child. http://girfec-ayrshire.co.uk/practitioners/how-to-assess-wellbeing/

Think about the above. Do you use the wellbeing indicators in your daily practice? Give some examples.

http://girfec-ayrshire.co.uk/practitioners/how-to-assess-wellbeing/


Key messages:

• Consider each side of the triangle and identity what needs to be done;

• Take an overview of what is needed, making use of the resilience matrix (see below);

• Don’t just record the information, but analyse it and plan accordingly

• Need for coherence across policies

Do these look

familiar? Ensure

you consult them

when you are

assessing

wellbeing.


Promoting Positive Relationships and Wellbeing

There is a promoting positive relationships policy within North Ayrshire education which focuses on positive relationships between our staff and pupils underpinning practice. This supports the wellbeing for all and promotes a relationship-based approach to supporting positive behaviour. Some of the key messages we must communicate are: You belong, you are loved, you are safe here, you can explore and learn, your feelings are OK with me, you can work with me on this problem that is getting in way right now Another key message is that a nurturing environment should be high in attunement, warmth, connection and empathy as well as high in structure and expectations. Another key principle is the use of restorative practice– that is, promoting accountability and seeking to repair harm Restorative conversations include the language what happened? How do you feel? What needs to happen now?

We can foster connection in the classroom and build positive wellbeing by supporting children and young people to challenge unhelpful and negative beliefs about themselves and build resilience. https://www.randomactsofkindness.org/printables Activity: How else can we build resilience? Is there anything you do with your pupils that is aimed at cultivating an ability to face adversity?

Notes:

https://www.randomactsofkindness.org/printables


Reflection

Pick one action point that you will consider taking forward from the presentation and discussion:

Thank you for taking the time to complete Unit 4: Nurture is Important for Wellbeing

nurturing north ayrshires recovery

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