Page 66 - SEN114 September/October 2021

Schools and colleges
Identifying a school with social
and emotional literacy in the
time of COVID-19
Sotiria Vlahodimou identifies the features which make a school the right choice for parents and children alike.
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Parents looking for suitable education providers post- pandemic are facing the new challenge of prioritising the provisions for Social and Emotional support. This aspect of learning is especially necessary for children
who were already struggling to fulfil their potential before the pandemic emerged.
Whilst many schools will focus on pupils ‘catching up’ academically, there is an opportunity for something more fundamental to be taught right now: social and emotional education. Skills like self-awareness, empathy, resilience, self-regulation and social communication are essential, so that children are able to face challenges or setbacks of any kind, and be equipped with the skills and desire to learn and flourish.
In order to do this, pupils must find a school environment where they feel valued, are understood and have opportunities to experience challenge and accomplishment in a ‘safe’ and nurturing space.
What to look for
All schools offer some kind of support system to pupils who are struggling. Some choose to embed social and emotional learning into their curriculum through PSHE lessons, others offer it more discreetly via class tutor support. With teaching time being ever precious, there is now an opportunity for schools to
“There is no right way or one size fits all”
adapt and reform rather than offer superficial support, which in most cases provides limited, short-lived benefits.
Environment
Schools that create a socially and emotionally supportive ecosystem are best placed to help children adjust to post- pandemic education. Such settings understand that there is no ‘right way’ or ‘one size fits all’ when it comes to teaching or learning and will be offering a combination of whole-school, curriculum-based teaching, one to one support sessions and continuous liaisons, evaluations and reflections on individual strategies for pupils.
A school that exhibits the understanding that learning in itself is both emotional and social will have the skills and provisions in place to create a positive learning environment for a child who is challenged by social anxiety. Emotion is at the heart of learning and development so there will be services such as
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