Relationship Health Matters Podcast

Elaine is a teacher and SENCO in a small rural primary school.  She discussed the impact of the national curriculum changes and COVID-19 on students' academic and social-emotional well-being. She noted that academic skills are now expected at younger ages, leading to increased pressure and mental health issues.

Elaine emphasized the importance of nurturing relationships and a holistic approach to education, highlighting the need for better support for parents and early intervention. She suggested that training should start at the top level and be ongoing, involving both new and experienced teachers. Elaine also stressed the importance of understanding and tracking social-emotional development to provide effective support.

Rachel is an experienced educational psychologist who has been working in the education sector since 2003. Her role involves understanding and addressing the developmental and educational needs of children. Rachel is passionate about bridging the gap between early years education and mainstream schooling, especially for children with special educational needs and those who have experienced developmental trauma. 

Rachel has observed significant challenges within the educational system, particularly how current education policy means that schools often prioritize academic goals over the social-emotional development of students. She advocates for a more holistic approach to education, emphasizing the importance of emotional literacy and supportive relationships in schools.  Rachel actively works on training educators and support staff to become more trauma-informed and emotionally literate, aiming to create environments where all children can thrive.  Rachel highlights the need for systemic changes within the national curriculum to better address the needs of vulnerable children.  

John is an experienced secondary teacher of PE and math with over 35 years of experience. He discussed the decline in children's social-emotional and motor skills seen over his career, and noticeably at entry to school in Year 7. He noted that by the time students reach secondary school, many lack coping skills, resilience, and the ability to work in groups. Girls generally develop these skills faster than boys, creating challenges in co-educational settings.

John emphasized the need for a curriculum that addresses social-emotional development, noting that current practices focus too much on academic attainment. He highlighted the lack of training for secondary teachers in this area and the tension between pastoral and teaching staff. John suggested practical subjects like food tech could improve engagement and behavior.

Gill  is an experienced reception teacher who now works across the primary range in a support role. She discusses concerns about the National Curriculum's impact on social-emotional development in young children. She notes a shift from child-centered, in-the-moment planning to a knowledge-focused curriculum, which neglects personal, social aspects.

Gill highlights issues such as lack of early intervention support, budget cuts, and the rigid adherence to a knowledge-based curriculum. She emphasizes the importance of early intervention, nurturing relationships, and play-based learning for developing emotional resilience and social skills. Gill argues for a holistic approach that prioritizes personal, social development over academic knowledge, including work with parents.

Kirsten is an experienced primary SENCO working with several small schools. She discussed the challenges in tracking social-emotional development in primary schools. She noted a significant increase in children struggling with emotional regulation and resilience, often first identified in reception but neglected in subsequent years. Current assessment focuses on cognition and learning, neglecting emotional development.

Despite the introduction of ELSA (Emotional Literacy Support Assistant) roles, schools increasingly struggle to afford classroom assistants and the needs for help far outstrips supply of adults able to listen and serious school funding challenges are actively limiting what schools can manage to provide. Kirsten emphasized the need for formal assessment of emotional development, similar to the Early Years framework, to better support children in a timely fashion. She believes addressing these issues early could prevent future problems.

Clarification: In the recording, I threw Kirsten with my question asking about the 4 strands of the EYFS.   This was my mistake, in fact, the Early Years Foundation Stage has 7 strands and the Early Years Development Journal used for SEND children has 4 strands.

A conversation with Jacqui  Wilson

Episode notes

When it comes to wellbeing for yourself, for your family or in in your workrole, are you looking for a way forward that can help you join up the dots? Would you like to spend less time feeling stressed out and more time feeling connected, with confidence that your decision making is grounded in a clear practical science based understandings? You might be a perfect fit for the I Matter Relationship Health Learning Journey starting with the I Matter Framework Fundamentals – a 7 module immersive training that teaches you the foundations that will enhance your understanding and communication skills and impact your results. Click here to learn more‍

About This Episode:

Dr. Cathy Betoin introduces her podcast, "Relationship Health Matters," aimed at promoting relationship health in a full range of settings. She highlights the importance of relationships in children's well-being, noting that despite research emphasizing this, it is often overlooked in practice and policy.

Cathy defines relationship health as a dynamic process supporting positive connections, emotional understanding, and conflict resolution. She introduces the "I Matter framework," a practical tool to facilitate communication and shared understanding in discussions about relationship health.

The podcast will feature short interviews and discussions on diverse aspects of relationship health, inviting listener input and engagement.

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