Schools must adopt a whole-school approach to social and emotional wellbeing
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A head teacher once said to me: “If you can’t reach the child, you can’t teach the child.”
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A head teacher once said to me: “If you can’t reach the child, you can’t teach the child.”
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A troubling image of Great Britain is set out by the Social Mobility Commission in its State of the Nation 2016 report, but it is one that is not unfamiliar to those in the charity, social and education sectors working with parents and families for whom social immobility is a daily reality.
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Parents going through pregnancy and looking after infants could be experiencing the most intensified period of change of their lives, and it’s important to be prepared and equipped with the right skills to cope with these changes.
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Parenting classes can get a lot of bad press. It’s not surprising therefore that a stigma exists, as historically some parenting classes using an expert model have tended to come across as judgemental and instructional, rather than exploratory, supportive and nurturing.
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“Empathy! Yes, I know what that is, I use it all the time!” However, do we really know what empathy is and how powerful it can be in our relationships with our children (and in fact in all our relationships)?
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Infant mental health is a concept that may sound unfamiliar to many people. The words “mental health” are often met with the understandable, yet false, perception that this is an issue to worry about when children are older, and then only in the context of “ill” health.