SPOTLIGHT ON SEND Summer is not always


a holiday for children This month in our regular look at all things SEND, DR ASHA PATEL, CEO of Innovating Minds, considers the potentially disruptive impact of the summer break on children’s routines.


'I hate school'. If teachers had a pound for every time they heard this, they would probably be the best paid professionals in the UK, but it is surprising how many children are reluctant to go home at the end of the day. While young people resent the demands of the classroom, they


often rely on schools to offer a routine, food, warmth, stability, a safe environment, a variety of activities and often a listening ear. Six weeks without that wider support network can seem like a lifetime to vulnerable children. Schools can make things worse. Many pupils tell us that they


don’t like games and videos in the summer term and think they are 'a waste of time' or that teachers 'aren’t doing their job'. We have noticed that towards the end of term children do not engage well with others, levels of absenteeism rise and there are more instances of challenging behaviour. Children, it seems, are reassured by having a structured school


day with familiar routines and normal interactions with the school staff right up to the end of term. For lucky ones this continues in holiday time too with clubs and summer schools where children can see their friends, access an activity they enjoy, feel safe and be around staff that they know. Others do not fare so well. Many parents will be working


throughout the summer holidays so young people may be cared for by other family members, neighbours or friends. From a safeguarding perspective this is worrying but other children will be home alone for the six weeks and this can increase isolation and anxiety. Busy parents do not always understand the strategies and


techniques that help their child to manage anger, distress and other emotional challenges. It is not uncommon for children to revert to maladaptive coping strategies in the holidays, for example, over- eating and sugar fixes, withdrawal or aggressive behaviour or indulging in too much screen time. Of course, this pattern is not the case for every child in our care.


The six week break can be a welcome relief for a child who is being bullied or who feels they are 'no good at anything' at school. Some families tell us that their anxious child is much more relaxed and laid back when they don't have to get up early for school and can live life at their own speed. When I worked in Child and Adolescent Mental Health Services (CAMHS) we found that students were less likely to turn up for their appointments during the summer holidays. They felt fine within themselves, were coping well so they were not hanging on desperately for each session. Transition back to school can also be difficult for staff and


students. Some struggle to adapt to school routines after the freedom of the summer holidays, so we advise schools to start the ‘normal’ routine on day one. Typically, just as the students settle and staff are in the swing of it, it's the October half term break!


uInnovating Minds helps schools develop a whole school approach to mental health by embedding the work of clinical psychologists – for more information, please visit www.innovatingmindscic.com/


July/August 2018 Happy holidays?


Not necessarily In her regular column on SEND, Assistant Headteacher and former SENCo KATE SARGINSON this month offers advice for teachers to help prepare autistic children for the summer break.


As mid-July comes teachers across the country sigh their annual sigh of relief as the school doors close for the summer break. Books swapped for beaches, marking exchanged for margaritas, teachers can decompress from a busy academic year and enjoy days with no bells ringing, no assemblies, no timetable. For teachers and pupils alike, the release from the school routine offers freedom, flexibility and fun. Yet children on the autism spectrum may not share the same


perspective. Routine and structures can be highly beneficial as they provide security. In a summer holiday, the pattern of five days at school followed by two days at home is no longer the case; there are no set times to wake up, no set uniform to put on. Responding to that change can cause some children considerable confusion, upset and frustration and in turn be stressful for parents. Collaborating with families of children with autism to help


prepare them for school holidays can be useful. The school’s SENCo can liaise with families in advance of extended break from school and consider making a social story to help reassure the child and process that the school year is coming to an end and prepare for change. For many children with autism careful planning of holiday time


is required and schools can help with this process of adjustment. It might be helpful to suggest that pupils keep a diary of their holiday to enhance motivation and ease anxiety about the summer. This can be shared with others when the new term starts. Techniques such as visual checklists and timetables can be used to help structure the days and provide a sense of control. Regular activities such as meal times can be set and provide a framework for each day. Children with autism may experience social anxiety and prefer not to mix with many others, and having events such as visits to/from family and friends scheduled in in advance can help reduce the stress of the summer often being a time for increased socialising. Parents can be provided with information about taking children with autism on away holiday. Sensory considerations of matters such as warmer weather, becoming hotter, the feel of suntan lotion on the skin, the sensation of sand - all of which could increase stress levels. Airports have become increasingly aware of what they can do to help families of children with autism and many offer preparatory visits and meetings with trained staff. Charities such as the National Autistic Society (NAS) have information on their website about events such as cinema screenings and theatre productions that are autism-friendly. Future changes at school can be outlined in advance, such as


new teachers or classrooms, and wherever possible, specific information about that given to help reduce pupils worrying about their eventual return. After the initial euphoria, the six week holiday can be tough for any family. It is important to acknowledge the potential stress that looms for parents of children with autism and for schools to do what they can to support them, so that the break can provide the rest and rejuvenation that it’s intended to.


www.education-today.co.uk 19


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