Schools are challenging, busy social environments. Often noisy, chaotic, and, at times, overwhelming – not the ideal place for a child who is experiencing social anxiety. Many situations in the classroom have a social component- public speaking, being called on unexpectedly to answer a question, group-based activities, and assemblies to name but a few.
Also, school life requires a level of interaction and sociability that enables pupils to form and maintain friendships with their peer group and communicate with teachers and members of school staff.
SEN pupils with social anxiety often experience increased feelings of loneliness and isolation. These feelings cause discomfort, and the discomfort is often amplified by fear and dread. This will often make SEN pupils feel overwhelmed and they are then likely to display disruptive or antisocial behaviour. This is a symptom of distress that affects their emotional wellbeing and their ability to learn.
How do we reduce social anxiety in schools and create better inclusion for all pupils?
As Richard Layard emeritus professor of economics at the London School of Economics wrote in the New Statesman recently:
“The best predictor in childhood of a satisfying life is emotional health, not academic qualification. If you want to improve academic standards, improving well-being is one of the best ways to do this. We have to overcome the idea that it is ‘either/or’. “It’s incredible that [PSHE] is not a specialist subject in secondary schools,” he continued. “We don’t need to tear up the system – we’ve already got the facilities and framework. We just need a well-designed curriculum with really good materials and teachers trained to use them.”
Indeed, all evidence points to the fact that schools that have implemented social-emotional learning strategies are faring much better than others, particularly in schools with higher numbers of SEN pupils. Here are some suggestions that have proven to be very effective in schools that have implemented them:
Have a Whole School Approach to Mental Health and Wellbeing.
For all pupils to thrive academically, they all must feel psychologically safe and included when at school. Put social and emotional learning at the heart of the school curriculum. Include all members of the school community: staff, pupils, governors, parents, and external services alike. Create a Wellbeing Team that help make it happen and keep it sustainable. Specifically teaching SEL in schools develops positive behaviours both in and out of the classroom, it is not only good practice, it is essential for all pupils to achieve their best to thrive at school and throughout their lives.
How do you do it?
Teach Emotional Literacy
Develop the emotional literacy of all pupils so they can learn to express themselves with better emotional clarity using a nuanced emotion vocabulary. ‘Name it to tame it, as Dr. Dan Siegel would say, because his neuroscience research has proven that when you name a feeling, you reduce its intensity in the brain, making it easier to regulate.
Teach Emotion Regulation
Once pupils have developed their emotional literacy, it is much easier to teach them strategies to regulate their emotions. You can teach them to recognise and understand their feelings in their bodies in terms of energy and comfort. The most important element is to create a feeling of safety about sharing how one feels and an atmosphere of inclusion where pupils are more likely to help each other out when they feel difficult feelings.
If you can, include Mindful breathing, Yoga, and Relaxation techniques.
Journal every day
Journaling every day supports pupil’s understanding of their language and the skills needed to deal with the complexities of daily school life, helping them to build resilience when dealing with small issues on their own. And the most effective way to do this is to do structured journaling where the pupils have to name the different feelings they had in the day, and the three things they are grateful for. Research on journaling proves that by simply doing this for a week, children’s happiness increases and their anxiety decreases.
Brain Train
Teach pupils about growth mindset, neural pathways, and how their brains work.
Have whole school Wellbeing Assemblies
Have Pupil Mentors
Year 6 pupils are normally very ready to be mentors in the playground at lunchtime. They can be guided overseen and supported by a member of staff who can give them special training to listen to children when they are upset or overwhelmed and to offer a kind ear.
The charity Just Talk has fantastic resources for training child mentors (although mostly aimed at secondary age) which can be adapted for KS2.
Have Pupil Playground Helpers
Year 5 and 6 pupils can get trained by a member of staff to look out for children on their own in the playground or anyone looking upset and talk about how engage them with an activity or game. The children can wear a cap or band that distinguishes them from other pupils.
Teach internet hygiene
Teach pupils how to keep safe and use their screens with open intelligent eyes.
Get out into nature
Get pupils out into nature and if you can make a vegetable garden and start a gardening club.
Exercise
Movement is essential to release hormones that increase feelings of positivity and reduce anxiety such as Endorphins.
Sleep
Teach pupils why good sleep matters.
Specific ideas to support SEN pupils.
o Check-in
Check-in regularly with SEN pupils throughout the day to see if things are working for them or need tweaking, take the emotional temperature, for example using a Mood Meter or a FEELIT Mapper, and give them choices to cope when they feel overwhelmed.
Safe Spaces
Have quiet or safe spaces for pupils to access when they feel overwhelmed or are experiencing intense emotions.
Clear Communication
Clear expectations delivered through transparent communication shared with all members of staff who teach the pupil is a vital component to set pupils up for success. Communicate regularly and openly with all staff involved with the SEN pupil.
Engage and include the parents as much as you can by sharing best practice.
Routine, structure and consistency
Routine and consistency are of key importance to pupils who are often challenged by change and transitions. Some SEN pupils have difficulty understanding social cues and instructions, so it is important to be consistent in your approach towards them. Use visual timetables where appropriate.
Staggered class times/break times/lunchtimes
Again, avoid too many pupils being herded together at any one time.
Slow starts and dismissals
Start the school day with staggered pupil entry making space for pupils with special educational needs the priority. This will enable them to feel settled, prepared and organised at the start of the day. The same children can be dismissed a little earlier too.
Calming Kits
Create class calming kits -when a pupil is overwhelmed a great intervention to help with emotional regulation is to give them activities or sensory tools to choose from. Good options for your calming kit include items that engage their senses (for example, a small bag of lavender to smell), stress balls, Rubix cube, pipe cleaners, fidget toys, sorting items (like buttons or Lego), play-doh, and bubbles.
Homework Club
Have a homework club where pupils can go after school to use shared laptops and have a little support if needed. Make this a calm inclusive and supportive environment.
Implementing only a few of the above suggestions can already make a significant difference. The most important focus for social anxiety is the focus on social-emotional learning and buddy systems. The important thing is to build commitment in the school community and make a clear and gradual implementation to make this achievable.
