Managing feelings - getting more help (Early Years)

Complete appropriate assessments to establish a greater understanding of individual children’s needs. For example, observe and record ‘impact on learning’ across a range of contexts across the day to understand whether a particular need is dependent on a certain context/situation, or what the child may be trying to communicate through their actions, so as to inform strategies as needed (e.g. use of ABC Charts).

Environmental audits are used to identify aspects of the environment that might lead to increased anxiety, arousal or sensory sensitivity; with monitoring of behavioural responses and adjustment to support/plan adult responses as needed.

Work with a group of key staff to identify an individual profile of the child and gain an understanding of their individual triggers and observable behaviours, as well specific escalating and de-escalating adult responses. An example of this might be the RAMP (Reducing Anxiety Management Plan). This should form part of a robust risk assessment which is regularly reviewed to support any behaviours associated with difficulties managing feelings (see Getting Risk Support section).

Assign a key adult/team of adults to provide daily opportunities for the child to talk through success and achievements experienced that day and to develop their skills. Such as:

• Daily check ins (may be helpful on arrival and/or part way through the day).
• Daily opportunities to spend time identifying and building on strengths with an adult, on a 1:1 basis (e.g. make a strengths jar [Ioan Rees, 2005] using art materials).
• Access to teaching and support to develop self- calming techniques such as breathing, visualisation or repetitive, soothing or calming activities (colouring, play dough, Theraputty, fidget toys).
• Always ensure access to these activities through the use of a ‘calm box’.

This may be promoted in a calm area, model the use of calming strategies, such as

• Glass glitter jar
• Blowing bubbles
• Belly buddies
• Star breathing
• Dragon breathing
• Body scan
• Mindful steps
• Mindful Safari.

Use of gentle praise when self-calming strategies are attempted, even if unsuccessful (e.g. “I like that you used your deep breaths”).

Provide access to specialist therapeutic interventions if needed (e.g. play therapy, art therapy, interest-based activities that facilitate discussion and skill rehearsal).

Explicit verbalisations of safety (e.g. “you are safe”).

Provide access to safe spaces if needed (e.g. pop-up tent, quieter area of the setting, use of a sensory room).

Ensure reasonable adjustments to behaviour policies and procedures, for example, flexibility of behaviour systems to account for a child’s individual needs.

Robust risk assessments are in place and regularly reviewed to support any behaviours associated with reduced emotional regulation and communication skills or self-harming behaviours (see Getting Risk Support section).