Identification – what you may see in the child or young person
- Struggles to manage their emotions – they may become overwhelmed easily and find it hard to calm down when they are upset.
- Finds it hard to identify and explain how they are thinking and feeling.
Planned provision in school
Based on need, some of this provision will be effective.
- Create a personal visual that a child or young person can use to identify and communicate how they are feeling, and to remind them of some things they can do to feel better (for example, a 5-point scale). Teach and practise using this when the child or young person is calm.
- Provide a safe space that a child or young person can go to when they need some time to calm, ideally within the classroom. Provide an exit card if appropriate and teach and practice how to use this.
- Consider the role that difficulties with interoception may be having on the child or young person’s ability to manage their feelings, and provide support as needed:
- ‘Think aloud’ to make links between your own internal sensations, what emotion you might be feeling, and what you are going to do to feel better.
- Wonder about how the child or young person might be feeling inside, based on what you see.
- Incorporate activities that support interoceptive awareness into the child or young person’s timetable.
Additional provision is set out in the Social, Emotional and Mental Health section of this framework.