Emotionally Wellbeing-Informed Schools
Supporting Every Learner With the Resources You Already Have

How do we support the full range of learners in our classrooms; from the quiet pupils whose struggles go unnoticed to those whose dysregulation is impossible to miss? This session gives you ready-to-use strategies, scripts, and frameworks to transform how your school approaches emotional wellbeing. You’ll learn how to keep support in the classroom (rather than relying on withdrawal), respond in emotionally-informed rather than shame-based ways, and audit your environment to identify what’s helping and what’s getting in the way.

We’ll explore three interconnected areas: managing the complex dynamics when you’re supporting quieter neurodivergent learners whilst simultaneously responding to more visibly dysregulated pupils; developing emotionally-informed responses including practical scripts and strategies for pupils who struggle to identify their own emotions; and conducting emotional environment audits to evaluate everything from classroom layout to behaviour policies. You’ll leave with concrete tools you can use immediately and a clearer sense of how to create sustainable, whole-school change.

Learning outcomes:

• Support quieter neurodivergent pupils whilst managing more visibly dysregulated learners in the same classroom
• Apply practical, in-the-moment strategies and scripts that reduce shame and support emotional regulation
• Work effectively with pupils who are alexithymic or struggle to identify their emotions
• Evaluate classroom environments, routines, and transitions to identify barriers to emotional wellbeing
• Move towards emotionally-informed approaches and away from punitive behaviour policies across your whole school