Sutton
Physical outbursts to adults and peers caused by anxiety and anger
Five teachers used the following interventions with children with extreme behaviour: they gave options, used simple language, gave them space and thinking time, found safe ways and places to have meltdowns and recognised and named the children’s feelings. After the outbursts, they tried to understand the reason for the emotions the children displayed. Teachers felt it was important to recognise the children’s individual needs, especially those with Autistic Spectrum Disorder (ASD). They also saw the importance of ‘getting all adults on board’ to treat the child in the same way.
The children were helped to manage their emotions and to self-regulate. They responded well to the space and thinking time and to the consistent approach in the school. They benefited from building trusting and caring relationships with other adults. Their peers were able to be spared of having to manage emotions projected into them that didn’t belong to them.
The teachers felt calmer as a result of using these interventions. They recognised that the children’s behaviour is showing a need; this helped them to feel less upset by it personally. Although teachers felt supported by their colleagues, it was at times hard for them to keep their own emotions intact when faced with extreme behaviour. They recognised that they also needed time and space.
The importance of getting all adults on board has probably been the single biggest factor in having a positive impact on a Year 5 pupil’s behaviour. This child has significant trauma, social, emotional and mental health (SEMH) needs, pathological demand avoidance (PDA) and huge levels of anxiety. She has built up a reputation in the school that has caused staff high levels of anxiety. They have struggled to see beyond the behaviour that she presents and they have dreaded having her in their class.
I have worked hard to build a trusting and supportive relationship with the child and I’ve worked really closely with the TAs, SENDCos, play therapists, ASD specialist and outreach support to promote our understanding of her behaviour and how she projects into us. We show her we are not impacted by her personal comments – we do not allow her projections to get to us. It’s been really important for the child to know that whatever she says or does, the adults care about her, listen to her and will be with her during times of crisis.
By all adults understanding, investing in the child, showing care, support, consistency and genuine interest in her, we are seeing improvements in her relationships with us. Whilst the behaviour isn’t necessarily less frequent, it is less extreme than it has been in the past. She is much happier and has stopped alienating herself and pushing away emotional connections. The team around the child has been so important.
Jamie Keefe, Muschamp Primary School