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Welcome to the Schools Articles category of Proactive Approaches! Here, you will find a wealth of informative and insightful articles specifically curated for educators, parents, and anyone interested in the field of education.
The articles in this category focus on equipping teachers with knowledge and strategies to create trauma-informed classrooms, where students who have experienced trauma feel safe, supported, and empowered to learn. The articles encompass concepts such as resilience, relationships, behaviours of concern, emotional regulation, student voice, and teacher self-care in the context of trauma-informed education.
In today’s fast-paced and demanding educational landscape, it’s crucial to understand the significant role of regulation, not just for students but also for educators. This
Teachers supporting pupils with SEND/SEMH are very likely to experience empathy fatigue (sometimes referred to as “compassion fatigue”) at some point. Empathy fatigue is the
In the world of education, there’s a significant shift taking place from focusing solely on academic achievements to nurturing students’ emotional well-being and resilience. The
Preface SWPBIS (School-Wide Positive Behavioural Interventions and Supports) is a framework for understanding behaviour and supporting students who may engage in behaviours which staff may
As schools reopen around the country, both educators, students and parents find themselves in a new situation. New approach to teaching and learning is needed.
In this study we looked out how mindfulness training in UK schools that are secondary or similar to high school in the United States. We
Communication disorders make it so that students may have a difficult time interacting at school. This poses challenges for the kid and his or her
It’s not just about what a teacher says that affects a child’s education, but how they are standing when they say it. Studies have shown
Mindfulness is about living in the present, rather than getting lost in the past or future. By raising awareness levels in the present, people will
The PBIS system, contrary to the beliefs of many educators, could and should be modified for different schools based on the needs. The system can
