Behaviour and Mental Health
It is accepted that effective learning and teaching requires a safe, calm and peaceful environment. Pupils need to have a clear idea of what is expected of them, not only in terms of academic achievement but also in social situations. To help encourage positive behaviour, members of the school and community should have a clear understanding of their rights and responsibilities, and have clear guidelines for what acceptable behaviour includes. Please see our linked Behaviour Policy and Behaviour Management policy.
The area of Social, Emotional and Mental Health needs (SEMH) includes:
- Social and emotional functioning
- Well being
- The ability to self-regulate and behaviour
- Mental Health wellness
An increasing number of children and young people are experiencing Social, Emotional and Mental Health difficulties. At Carlyle Infant and Nursery Academy we are committed to promoting and protecting all pupils’ and adults’ mental health and wellbeing throughout the culture of the school and curriculum. We do this by offering a nurturing approach. This helps us to prepare children for emotional ups and downs by teaching the necessary skills of perseverance and resilience. As a result, children become more self-assured and ready to engage with life and learning.
The skills, knowledge and understanding needed by our children to keep themselves and others physically and mentally healthy and safe are included as part of our developmental PSHE and RSHE curriculum and also through our Carlyle SEEDS.
For some children and young people, difficulties in their emotional and social development can mean that they require additional and different provision in order for them to achieve. Therefore, some of our approaches will be targeted approaches aimed at individual children and/or small groups.
There are lots of support networks both locally and online to help parents and children with maintaining a positive mental health and understanding challenging thouhgts and behaviours
When a child is feeling heightened emotions, they may sometimes find it difficult to identify specific causes. They may also struggle to employ coping strategies that work well for them.
The child can work with an adult to complete this tracker throughout a day at school or at home, naming and scaling their feelings and attributing them to events in the day that may have increased either positive or negative emotions.