The correct learning approaches can promote well-being in emotionally vulnerable
young people.
It is not always easy to identify more vulnerable pupils whose emotional needs may
remain unmet. Unlike pupils who misbehave and quickly become an issue for the teacher,
these pupils are more likely to withdraw: they basically present as passive for the
majority of time.
It is therefore vital to develop an awareness of their needs and the potential risk
factors that may have contributed to their behaviours.
It is also vital to provide appropriate emotional and social support and to ensure
that these pupils are able to develop the self-help skills and strategies necessary
to ensure that they can engage in learning, rather than being overwhelmed by the
emotional labour involved.
![Teacher and pupil at Bettridge school]](img/m12p140c/aBettridge_0442.jpg)
Pupils with some form of learning difficulty will experience high levels of frustration
and stress within the classroom. They often have a difficult temperament and low
levels of self-esteem. Contributory factors within the family include overt parental
conflict and family breakdown.
Inconsistent or little discipline at home can make those pupils feel more vulnerable.
Physical, sexual or emotional abuse will clearly affect the child, as will criminal
behaviour and alcohol or substance misuse by their parents. Pupils at risk may also
have experienced a bereavement or significant loss, including the loss of a special
friendship.
Factors within the pupils’ communities include socio and economic disadvantage,
homelessness, discrimination or other significant life events. Staff in school will
generally be unable to make any sort of difference to the individual pupil on these
counts, but protective factors within school, such as resources, curriculum, policies,
attitudes and behaviours, can be developed to ensure that pupils with emotional problems
are supported effectively.
More vulnerable pupils need to be encouraged to make use of the language of emotions.
They need to understand the emotions that they experience both in and out of school
and to distinguish between those that are uncomfortable and comfortable. It is vital
that they can identify triggers to what makes them feel uncomfortable so that they
can develop mechanisms to deal more effectively with such difficult situations.
Pupils need to be encouraged to identify when and how they express and manage
their feelings and to share their ideas within a supportive peer group. Discussing
the positive and negative outcomes of stress and how they recognise, label and manage
this particular feeling will help the more emotionally vulnerable pupils.
All pupils will experience anxiety in class at various points in their school
lives. Problems arise when such feelings produce emotions that result in an inability
to begin a learning task. It is important that staff in schools become aware of what
causes such situations and that they raise pupils' awareness of self-calming approaches.
Conducting a learning survey is a useful means of eliciting pupils' views and
directing them towards useful calming strategies. Providing opportunities for pupils
to talk about their learning difficulties also dispels any myths or stereotypes
around those with specific special educational needs.
- Developing self awareness;
- Developing self regulation;
- Social skills;
- Increasing motivation.
Clarify the specific modes of delivery that will be of most use for your pupils.