The Covid-19 pandemic has had wide-ranging impact on children and families in terms of emotional wellbeing and mental health, ranging from job security anxieties to the impact of social isolation (sometimes in over-crowded and multi-generational dwellings), dealing with illness and bereavement to the loss of social support networks and the exaggerated impact on the vulnerable and disadvantaged. 

A central pillar of our work with partner education settings is building productive and positive relationships with families, even the hardest-to-reach. As our Coaches have re-engaged with our partner schools and other settings, we have seen how Structured Conversations have been adapted to work across a digital divide as well as on the doorstep.

 

We have been working closely with Microsoft to look into applying innovations that will support remote networking and engagement beyond streamed lessons, especially in the case of EAL (English as an Additional Language) families and/or new migrants. 

With small adjustments to practice, supported by free downloadable apps on tablets, PCs or mobile phones, new possibilities are unlocked. 

Free Support: Translating Information for EAL pupils, parents, and carers 

Using freely available apps like this can transform the relationship with migrant and EAL families and dramatically reduce the reliance on translation services 

 

To complement the Microsoft Immersive Reader Google also have option to translate documents 

https://translate.google.co.uk/?hl=en-GB&tab=rT 

To complete our focus on children and families, we offer three Blogs that either highlight new innovations and practice or support reflection on current practice in your setting, and may point the way to future developments as your learning communities define a “new normal”.  

These Blogs are all downloadable for use as think pieces or stimulus material at leadership and governance meetings. 

The first Blog highlights our work with Youth Offending Teams to develop and apply Emotion Coaching practice. This is a strength-based trauma-informed intervention that can have a profound impact on the behaviour of troubled children and young people. 

The second Blog features new international partnerships, with a programme that has been specifically designed to include children affected by migration (ICAM). Not surprisingly we are finding that schools who get their approaches, culture, policies and practice right for new migrants also are well-positioned to support any child affected by the Covid pandemic. 

And finally, Prof Sonia Blandford reflects on a world that has gone digital, with implications for medium and long-term curriculum design to meet the demands of a “new normal”.  

As ever, please contact Achievement for All to continue the discussions. 

We can help you to put wellbeing at the heart of learning. 

DOWNLOAD A COPY OF “EMOTION COACHING AS A GATEWAY INTERVENTION?” HERE  

https://res.afa3as.org.uk/Blogs/Emotion-Coaching-Youth-Justice.pdf

DOWNLOAD A COPY OF “SUPPORTING CHILDREN AFFECTED BY MIGRATION” HERE  

https://res.afa3as.org.uk/Blogs/ICAM-and-AfA.pdf

DOWNLOAD A COPY OF “SCREENS, MENTAL HEALTH, INNOVATION AND THE GLOBAL PANDEMIC” HERE  

https://res.afa3as.org.uk/Blogs/Screens-Mental_Health-Innovation-Covid19.pdf

 

Please contact us for a conversation: https://afaeducation.org/get-in-touch/