Sutton
Physical outbursts to adults and peers caused by anxiety, anger and school refusal
Three teachers used the following interventions with children with ADHD and/or ASD who presented with extreme behaviour: they spoke calmly, provided learning breaks and used appropriate touch. With a particular child who was afraid of death, they avoided speaking about it and distracted the child. With anger outbursts, they gave constant reassurance to the children, gave 1-1 time, used simple language, encouraged the children to use the zones of regulation, recognising and verbalising what they felt, brought in a different teacher who the children trusted and gave thinking time to regulate emotions.
The teachers felt sad and stressed to see the struggles in their children. They also felt guilty that they had to ask for help and they struggled to manage the anger outbursts when the rest of the class still needed them.
One teacher with a Looked After child who had an anxious attachment to her and became angry when the teacher left her introduced the child to other adults in order to build a trusting relationship with them.
The teacher felt drained with the constant attention she was giving the child and she felt guilty when she couldn’t give it. She tried to remember not to take it personally when the child shouted verbal abuse at her.
One teacher who had a school refusing child spoke to the parents and set up a plan following a ‘we are awesome’ scheme, which focused on good things about that child.
The teacher felt nervous and anxious about how to respond when the child came into school late. She worried about saying the wrong things and she worried about the child’s attachment issues.
A child in my class has lived in six different homes with foster carers after her mother passed away. She has difficulty trusting adults and is needy of 1-1 attention constantly with the adults she does trust. If she doesn’t get the attention she needs, she shouts verbal abuse, refuses to learn, shuts off and builds a wall around her, throws things and has threatened to use the middle finger.
I have supported her from the start of the year by building a strong relationship with her current foster carer and with the child prior to her joining Year 4. I have used nurture and targeted praise. I have also modelled strong relationships with other adults and have provided ‘cuddle buddies’ to give her attention through toys.
I am supporting her readiness for transition by introducing her to the class teacher and other adults, doing activities in the Yrs 5/6 parts of the school and giving opportunities to have fun time with other adults so that she can experience them as safe and consistent.
Chrissie Foster, Holy Trinity Junior School