Research School Network: How can we use the EEF guidance report on social and emotional learning to address school exclusions? Tania Choudhury, Evidence Lead in Education, considers how we might support pupils at risk of suspension or exclusion

In 2020/2021, around 355,900 children were either permanently excluded or suspended. Most are boys, have some form of SEND, and the dominating ethnic groups are Gypsy/​Roma children and mixed White and Black Caribbean heritage. It is a sad and unspoken reality of schools and requires a more open and frank discussion. However, on a local level, there is much that schools can do to avoid this from happening. The EEF guidance into Social and Emotional Learning provides excellent guidance into how schools can avoid this. Afterall, every child is entitled to an education – and a high quality one for that matter. We know that this is challenging to provide if the child is not in a school and many barriers are in place.

The six points in the guidance report are focused on primary schools – and rightly so. Implementing a strong foundation starts early and its significance is highlighted in many key guidance including the new Development Matters. It is also noticeable how the numbers of exclusions peak during secondary school years – perhaps when expectations and boundaries begin to increase. Having a stronghold over one’s social and emotional self from early on therefore is highly important.

The first recommendation in the guidance report suggests that children should be explicitly taught social and emotional skills. This begins in the foundations. In the Early Years, there is much that can be done to support young children to regulate their own emotions, specifically intense emotions. Eventually, with guidance and scaffolding, this happens. However, some require a little more guidance – breathing techniques, going to a calming place, talking through their feelings and Zones of Emotional Regulation. Making a conscious effort to do this on a whole class level not only ensures that all children are aware of strategies that they can then use to support their peers, but also supports children to become aware of their peers who struggle with this. It contributes towards creating a more understanding and tolerant society.

Tying in with the second recommendation, daily modelling of these skills as adults is integral. Regulating our emotions, talking about how we feel and empathising with others should be normalised and not confined to a sole afternoon a week. Supporting our other school staff to do so is also key as it indicates a whole school ethos on the matter. We must not rely on ​‘crisis moments’ to teach these skills. Intervene early, be ahead of the game and try to teach those skills so they are a valuable resource when and if something happens.

There are some children who have coped with being in primary school by being supported through nurture groups and other evidence-based interventions. However, this soon becomes challenging, and they are then excluded for disruptive behaviour or extreme levels of anxiety. In one case I have worked with, the child has not stepped into a school for nearly four years nor accessed education. How difficult will it be for that child when they eventually do go into school? How will they ever rehabilitate into society? And what does this teach other children about neurodiversity and tolerance?

Social stories and role play have been noted by educators as fantastic ways to support social and emotional learning when used with other resources. These provide children to visualise real life scenarios that could occur, making abstract ideas and discussions more tangible. I worked with an 11-year-old with Attention Deficit and Hyperactivity Disorder (ADHD) who found it difficult to speak kindly about others. He had an incredibly imaginative mind and loved stories. But whilst he was desperate to make friends, he found it hard to contain his honest opinion of them which impacted his ability to maintain friendships. Through using role play and social stories, combined with regular peer group activities, the child was able to improve in his ability to interact and socialise appropriately with his peers. He now has a friend who he regularly sees, and this has made a dramatically positive difference in his mood and attitude towards learning too. There is certainly strength in social stories if that works for the child – but the package of support must always be individualised to the child. Rather than using generic strategies, we must really ask whether these are the effective strategies for that specific child considering their interests and needs.

In my experience, many children cope in Primary School when these recommendations are applied. Those with extreme levels of anxiety, disruptive behaviours and needs such as Pathological Demand Avoidance (PDA) find the flexible and smaller nature of primary schools to be more nurturing. However, once they reach secondary, things change. The routine is more rigid, pressure is more apparent and alongside all this, puberty happens. If we can get things right in the Early Years and Primary Years, we can avoid this happening. Have a read of the guidance and ask yourself whether you really have got this right and how are you contributing towards developing a more nurturing and empathetic society?

Tania Choudhury is an SEND manager and one of the Evidence Leads in Education at East London Research School.