Tag Archives: wellbeing

Nature and children’s wellbeing

This week it is children’s mental health week in the UK. I know many schools, nurseries and organisations are paying particular attention to the subject this week. I must admit mental health weeks leave me feeling slightly uneasy, our attention needs to be on mental health and wellbeing all the time, not just as an intense look at it over a week. We need to learn how to embed mental health conversations; creating a positive practice around wellbeing and mental health to underpin all of our work.

This term, in my daily nurture sessions with children, I am trying to use the outdoors and connecting with nature a lot more. I have been trying to make sure that all nurture activities when I am in school are outdoor-based and for the children at home, I have been creating packages that they can use at home, encouraging them to get outside. We know from the last lockdown that the outdoors was a crucial element to everyone’s mental health, children as well as adults. I know for many, myself included January has felt very challenging, it’s grey, it’s wet and it’s cold and we are in another lockdown and January has not felt an easy month to get outside. However, when we do get out it is so worth it. Some of the moments of joy this term has been using ice in our play, experimenting with freezing objects, adding colours, using coloured salt on the ice. Making bird feeders and bird spotting, the excitement, and delight from the children of seeing a bird, then finding it on the RSPB bird spotting sheet, children calling out to a blackbird that there is food for them, and calling a pigeon to come and eat. I and some of my team have also discovered how to get bubbles to freeze!. I think that brought us more delight than the children ( strong bubble mixture is the answer- recipe at the end ).

January has been hard, but being outside, being in nature has rescued me. I know it also has helped the children I work with, it has brought them joy and excitement, and discovery. One good thing which will come from this mental health week is a reminder of how important it is that we pay attention to what helps children’s mental health. At the top of my list is the outdoors, if we can help children and families to connect with the outdoors and nature, if we can enable them to engage in the awe and wonder around them, then we are offering them such an important underpinning tool for their wellbeing and mental health.

Strong bubble mixture recipe

1 cup of strong washing up liquid ( eco ones don’t work, I use Fairy)

6 cups of water

1 tablespoon glycerin

Give it a gentle stir and then play. This makes giant bubbles, but can also be used for small bubbles and freezing bubbles- To get them to freeze, let them land, and then after a few minutes, they start to freeze ( needs to below 0 for this to work).

For more information on children’s wellbeing, I have written

Promoting Young Children’s Emotional Health and Wellbeing

Promoting Emotional Wellbeing in Early Years Staff

Coping in January

I find January quite hard, it often feels like a long and grey month. Currently, I am feeling a greater sense of heaviness for the next few weeks. It is not helped by the uncertainty about schools returning, I currently have 3 plans in place for my work this term and I have no idea which one I will be going with tomorrow, of course, this is the same for teachers and parents across most of the country. Uncertainty and last-minute changes can lead many people to feel on edge, being more snappy, finding it difficult to be motivated.

With all of these thoughts I have been thinking about what will help me in January, it needs to be small actions, I have learned over the years that January is a time when I need to be more gentle with myself and now even more so. I have written myself a list to remind me of things I can do that will help me feel ok. They are small reminders of actions that help to make me smile, help me to relax, and help to nurture myself. We will all have different things that help us, writing a list may sound daft, but I know that sometimes when it becomes grey and dreary I can start to catastrophise and forget what helps me, a list helps to remind me. I probably won’t do everything on the list, but it reminds me of things I enjoy, things that bring me moments of joy

This is my list:

Have flowers in the house each week

Daily walks ( find new places to walk)

Wild swim when I can

Sunrise walks if I can’t swim in the pool

Meet friends for take away coffee and walk

Read

Plan the garden for the spring

Look for the Tawny Owls

Watch a new film each week

Watch a new box set

Listen to podcasts

Bake a cake

Make soap

Make marmalade

The long term

In Bath, we are entering week 8 of this first term back. If I am honest I didn’t think we would get to this week, I genuinely thought the schools would have been locked down or there would have been a 2 week half term as a circuit breaker, I know I’m not the only person in education who was hoping for the 2 week half term!.

My role is in reception classes, and all the reception classes I am in feel pretty normal, and this is down to some very dedicated staff making it feel ok for children. I know senior leaders, teachers, and teaching assistants are working so hard to make this ok. The transition into school is always hard, and we are seeing children who are finding the transition trickier after having 6 months at home. But at this point in the school year, I am not so worried by the children, but I am concerned about how much the staff are carrying and how tired many of them are.

As an outside person going into schools, I can see the job in a school is harder. There is more planning, more cleaning, lots of logistical thinking around keeping the children in their bubbles, barely any time to take a lunch break as the staff are often monitoring the lunchtime for their class, virtual school meeting’s, virtual parents evening alongside the hope that they and the children in their class won’t get Covid. This is a lot of additional thinking and worry.

If I am honest I am quite concerned about term 2, the term which is always nuts!, planning for Christmas often starts straight into the new term. To survive the term 2 education staff need to be well organised. Alongside the additional things they try to fit in with all the teaching they need to do and targets they need to reach; they also have the children’s rising excitement and for others the distress because it is all changing and they don’t like change. This alongside minimal lunch breaks, extra cleaning, extra planning re Covid, trying to keep everyone safe, that is a huge burden.

What is the answer? I don’t have one, but I do know that anyone who is living with or is friends with a teacher or teaching assistant, be kind to them this half term, be extra kind. They may need lots of rest and relaxation, but I know many will be using the half term to prepare for term 2, but they also need a break from work and schools and thinking and planning.

how to thrive through the autumn months

Schools have been back in England for 4 weeks, there are another 4 weeks until half term. Personally, I have loved being back in schools, working directly with children and staff, I have been reminded how much I love my job as a nurture consultant. If you were to quickly look into a reception classroom it would feel and look pretty normal to any other year, apart from hand sanitiser and lots of handwashing symbols on the visual timetables. However, behind that is a staff team who are working extremely hard to make this a success. As the weeks have gone by I have noticed how much the staff are holding, the extra worry, the extra organising, and planning. This is heavy and understandable that staff are feeling tired, and yet there are still 4 weeks to go.

This week I have begun to wonder with staff what will help them to nurture themselves. As a nurture consultant, my job isn’t just about nurturing the children, it’s as much about helping staff to feel nurtured too. But I am aware that I cant just talk about it and advise, I need to live that too.

At the end of this week, a question I have been thinking about for myself is how can I thrive through these Autumn months, I love autumn, the colours the change in temperature, having a fire in our stove, all of those things bring me joy. However, I am aware that this autumn feels heavy, in our family life there is a lot of heaviness and then add COVID, the hurt we hear about through black lives matter, climate crisis, Brexit, this all feels huge and can be overwhelming. My gut feeling is I need to put in place things that will help me to thrive, I need to plan for this. I started this weekend, yesterday I went on a mini day trip to the coast with my husband, we swam in the sea, I floated on my back in the sunshine. The rays of the sun warming me while the water held me, that felt so nourishing and I was able to switch off, just enjoy the sun and the moment. I have a list of ideas that will help me to thrive, these are a mix of sunrise walks, being in the woods, collecting sweet chestnuts, places to swim, chutneys and jams to make, and books to read. These are all simple things, but I know I need to be intentionally proactive in embedding them.

Hope for the new term

With the start of the new term, I am feeling fizzy inside!, it’s not a dread, thankfully I love my job, however, it’s the fizz of expectation with the slight nervousness and unknown of what lies ahead. I am aware that over the last week this feeling has been growing. I usually experience this a little on the return to school. But this year it is a stronger feeling than normal, as we are not in normal times. I haven’t met the new children I will support, I am not totally sure what the new school set up’s will be like, and I am slightly anxious about how children who have been out of a setting for 6 months will feel about starting school.

I am hugely aware that I feel unsure, and this includes slight nagging doubts and questions about will I remember what to do, what happens if a child becomes dis-regulated on my first day in a school, will I remember how to respond. The logical part of my brain kicks in and tells myself this is my work world, I know how to respond, as my 21 yr old daughter this morning reminded me I will automatically say ‘ Wow I can see you are so cross and angry, your face is red and I can see you want to hit, but we don’t hit people’ and then apparently I will play with mud or playdough! ( according to her this sums up my job well!). And I expect she is right.

But if I am feeling fizzy and slightly nervous, then I am pretty certain teachers, headteachers, parents, nursery workers, children and young people across the country are also feeling that slight anxiety, worry, fizziness. We are in different times, this is not just a normal new return, which can be hard for many in ordinary times. This is different, as well as the usual concerns there are of course many anxieties around COVID, safety, and protection, for some they have been away from school or nursery for 6 months, that all complicates our feelings and anxieties.

Knowing that I am feeling like this, I am trying to pay attention to my breathing, spend more time outside noticing and enjoying nature, barefoot walking, and wild swimming, all ways to be extra nurturing to myself.

My hope for the new term is that wellbeing will be high on the agenda, that headteachers and managers will be supporting their own wellbeing and from there they are then able to support their staff wellbeing who are then able to support the children’s wellbeing. Wellbeing needs to underpin this return, it can’t be an add on, it needs to be an embedded approach. But also parents and partners of staff who work in education need to focus on their loved ones’ wellbeing in these next days and weeks. Provide food, hugs (where allowed), chocolate!, a listening ear. This needs to be a joint effort, a joint support package.

Focus on children’s wellbeing

The last two weeks I have had the joy of working on a playscheme, the team I worked with included artists, sports coaches, forest school leader, playworkers, and nurture workers. We represented 6 organisations and we worked with 2 bubbles of children, with 42 children altogether, from 28 families and 9 schools, funded by St Johns foundation. The children were aged 4-11. Our ethos was based on high-quality early years practice, following children’s interests underpinned by a nurture approach. The whole play scheme was delivered outside on a school site, in their forest school area.

Before it began I was slightly nervous about how it would be, sometimes playschemes can be manic, especially if there is a team of adults who think the way forward to is to hype children. This play scheme was intentionally well planned with calm adults and a nurturing basis. The team leader and I have a long background in the early years and we wanted a playscheme that would nurture children and offer them open-ended opportunities in the way many early years settings offer. The aim was also to offer sports, art, play in an outdoor provision to support the children’s mental health and wellbeing. We knew that this could work across the ages of 4-11 and it did.

For many of these children lockdown has been a tricky experience, quite a few of the children had not been socialising with people outside their family, some of the children lived in flats with a limited outdoor provision, for many of the children lockdown had been a stressful experience and has negatively impacted their social, emotional and mental health. The children were identified and nominated by their schools. My role was to support the emotional wellbeing of the staff and children, we intentionally had a high ratio of adult to child, enabling us to offer the safety and emotional regulation that the children needed.

Part of the reason the playscheme worked so well, better than any of us imagined or hoped for, was the multidisciplinary team. Children were able to choose the things they wanted to do and the staff was able to facilitate and support this, one little boy discovered he is really good at hockey, he told us he hates sports but he tried hockey and loved it, another child discovered she loves making things with clay, other children experienced a campfire for the first time, the children together with the play workers made a wooden treehouse and took pride in what they had made. One boy on the last day wanted to chop down a tree, this was made possible with the support of staff, as there was a tree on the site that needed removing. Throughout the playscheme the children found space to be with others, to chat about how they were feeling, to express themselves through art and sport and play.

For years I have been been a huge advocate of following children’s interests and enabling children to discover new things and opportunities by offering open-ended provocations. This play scheme reminded me again of how powerful it can be when children have adults around them who can follow the child’s interests, who can come alongside them with interest and curiosity and co adventure with them. We hoped at the beginning that the playscheme would offer respite to the children from the ongoing challenges of COVID, we hoped that it would give them the freedom to play and socialise. It certainly did this, but for many of the children, it also gave them new opportunities, helped them to see themselves in new ways and discover new things about what they can do and enjoy. As we all reflected at the end, this playscheme also hugely benefitted the staff, there was a lot of laughter and delight at being with the children, it gave us a renewed sense of purpose and reconnected us to work we all love and are passionate about.

My final reflection on the time was how crucial these 2 weeks were for the children’s wellbeing, on the return to school my concern is that many schools will go back to how it was before lockdown. During lockdown many children have not had the chance to be with friends, socialise, play, be active and be creative. This needs to be addressed, I would love to see every school putting on a playscheme for all their children on the return, how radical and positive that would be. I know I am dreaming big here, and I know many will tell me it is out of the question. But, there does need to be an emphasis on children’s wellbeing when they return, and using the arts, play, sport and emotional support is an excellent way to assist that.

The organisations involved were:

Brighter Futures

Bath area ply project

Forest of imagination

Twerton infant school

Get sported

St Johns foundation

On the re-opening of early years and school.

 

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This week most schools and early years settings are re-opening. There are so many political arguments about this, which I am not going to enter into on this posting. However, I know staff have been working so hard over the last few weeks, to make this the best they can for the children to return. I know staff have been working incredibly hard at organising, preparing, planning, and changing plans as the government keeps changing the guidance. I know that many staff feel that they are having to compromise what they believe is the best practice in order to fit into the new guidance.

I am aware that in all the arguing and political debating we can easily forget that behind all this are many staff, some will be pleased to return, some will be unsure and others will be incredibly scared. Change is so hard, especially when change is happening and we don’t really know what the outcome will be, how long we will be working in this new way, and whether we will all be shut down again.

Working in the time of a crisis, at a time of change and uncertainty, and at a time when many feel fearful and anxious, this brings with it additional stresses on top of an already demanding job in normal times. These are not normal times.

I am writing this blog for my friends and colleagues who are returning this week, and for those of you I don’t know, I am writing to say I am thinking of you, I know this is going to feel hard and maybe scary and to say thank you. Thank you for doing this, thank you for being there for the children, thank you for making it the best you possibly can for the children, because I believe that is what you will do.

Please make sure you take extra time to care for yourself and if anyone is reading this who lives with or is friends with a teacher, TA or early years worker who is returning, be extra kind to them in these weeks, check in on them, buy them chocolate ( or something else they like!), they are going to need it.

May your week go well.

Below are some links which might be useful

Alistair Bryce Clegg  has an excellent blog post with thoughts on returning

I was asked by my local early year’s team to make some short videos for staff about the return to work, staff wellbeing, and children’s wellbeing. They are accessible to all. This is a link to them.

Wellbeing ideas for children on the return to school/ nursery

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Early years staff and reception teachers have been working extremely hard over the last few weeks preparing settings ready for children to return in June. I know for many this has been a hugely stressful experience, re thinking the spaces and resources children are able to access.  When children return we know their experiences will be massively varied, when they return we are all going to need to pay even more attention to their emotional and mental wellbeing. During this last week the team I work with have been pulling together wellbeing ideas for reception class staff to be able to use in the classroom, some simple ideas which can support children’s wellbeing, that can be done individually or with a socially distanced group and ideas where the resources won’t cause cross contamination. I hope these ideas might be helpful to others.

 

Bubble breathing – Give each child their own small pot of bubbles, tell the child you are going to do some bubble breathing to help them feel calm. Get the child to dip the wand into the bubble mixture, take a deep breath in and slowly blow out through the wand. Watch the bubbles float away, imagine the bubbles are taking away their worries and fears. You can buy a pot of 24 mini party bubbles from amazon for around £5.

Bee breathing Sit somewhere comfortable, place your hands over your ears, take a breath in, as you breathe out making a humming noise. Repeat a few times.

Barefoot walking Do this activity all together go outside on a grassy area, check the area for sharp things, etc. Get everyone to take shoes and socks off and walk on the grass, notice how it feels on your feet, notice how it makes you feel. Bare-foot walking is a slow and mindful activity.

Senses exercise You can do this outside or through an open window. Close your eyes and listen to what you can hear, listen to how many different noises you can hear. Open your eyes, notice the different colours you can see. Sniff the air, what can you smell.

Calming bottle – Get each child to fill an empty bottle with water, add some glitter. Get the child to shake the bottle, place their hand on their tummy and breathe in and out slowly as the glitter settles.

Make a happy book-Get each child to draw or stick pictures in the book of things that make them happy, when they are feeling sad or need to find some calm, they could look at this.

Play calming music – Find some music that you all find calming, lie down or sit and listen to it

Do some yoga – Do some Yoga together, cosmic kids on Youtube offers yoga and mindfulness sessions. https://www.youtube.com/user/CosmicKidsYoga

Playdough give each child their own pot of play dough to play, squeeze, explore, make a face.

Feather breathing – give each child their own feather, encourage them to take a mindful moment with the feather, notice its colour, texture, how it feels against the skin. Then ask children to take a breathe in and breathe out blowing onto the feather. Do this 3 or 4 times. You can then ask the children to let go of the feather on the out breathe and see if they can keep it in the air with their breathe.

Finger breathing Inhale as you trace up the thumb, exhale as you trace down the thumb, inhale tracing up the next finger, exhale down etc until you have traced all five fingers.

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Make a worry doll ( see bellow) and read the book Silly Billy by Anthony Browne, Worry dolls taken from Alistair Bryce -Clegg website

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Movement breaks

 

ocean-movement-flash-cards

 

Supporting emotional development at home .

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Over the next few weeks I am going to post some links/ ideas for support around emotional development. In the UK for many parents this is the first week of starting the home educating, schools have sent home work to do, there are loads of free resources etc out there, but I know the list can be a bit overwhelming. My daily work is around supporting emotional development for children and staff, I thought a few links and ideas on this area might be useful. To start with here are some basic starting ideas.

Routine

We all need routine in our lives, our children are used to routine in school and nursery. Try and come up with a daily routine, that is going to work for you all. Write / draw this up so everyone in the family can see, involve the children in this planning. But also be realistic, you all need time and space to relax, play, do things you enjoy. As well as thinking about the routine as a family, think abut your own routine, put something in each day which will help you survive e.g reading at the end of the day, doing an online exercise class etc.

Get out

When possible regularly spend time outside. At the moment we can all still go outside, Being outside is known to lower our stress levels, this is vital for both parents and children. Observe guidance on avoiding people, but still try and spend time outside each day. Even if it is just walking around the streets of your local area, this is still important time outside.  If you wanted you could use this opportunity to identify birds, flowers or trees.  Birds of Britain and British Tress are both free and useful apps. The woodland trust have some suggestions of things you can do outside.

Mindfulness and Yoga

Stress and anxiety levels are high for everyone at the moment. A regular practice of mindfulness and or yoga can be a gentle way to support us. If possible I would suggest you put in place a daily practice that you do together with your children. Some useful links are:

Mindful Kids- 50 mindfulness activities– By Whitney Stewart ( This is a box of cards with 50 different activities to do) ( age 2 plus)

Yoga Pretzels- 50 Fun Yoga Activities for kids and Grownups – Tara Guber ( This is a box of cards with 50 different activities to do) ( age 2 plus)

Csomic Kids Yoga and mindfulness – you tube – There are a wide variety of mindfulness and yoga sessions on here for younger children. ( age 2 plus)

Connect with others

We will all be missing our friends and extended family. The children will be feeling this just as much as adults. We all need to find new ways to connect and stay in touch with people, setting up Skype/ face time/ zoom connections can be helpful for everyone. Children can find speaking on the phone difficult but when they see someone on the screen it can sometimes make that easier for them. 

Notice our feelings and emotions

This is a time of huge change for everyone, we will all be feeling such a wide range of feelings and emotions, and this is ok. We all need to be aware of how and what we are feeling and help our children to do the same. Using the  I wonder phrase can be so useful to recognise and acknowledge what a child is experiencing , if they are struggling with missing their friends you could say ‘ I wonder if you are feeing lonely and sad, that’s ok, if they are feeling frustrated and angry you could say ‘ I wonder if you are  feeling really cross right now. It’s important for us of all to know the feelings we have are neither right of wrong, they just are, however this does not mean it is ok for children ( or adults) to hit out etc when we have strong feelings. It is also important for adults to recognise our own feelings e.g saying to our children I too am feeling cross and sad right now that we can not see our friends.

Books can be a really useful way of extending our understanding of feelings and emotions, below are some suggestions

The feelings book- Todd Parr ( age 1 up)

The colour monster- Anna Llenas ( age 2 up)

Feelings inside my heart and in my head- Libby Walden and Richard Jones  ( age 3/4 up)

What are feelings- Katie Daynes and Christine Pym ( age 3/4 up)

Hello Happy- Mindful kids activity book for children who sometimes feel sad or angry- Stepahnie Clarkson and Dr Sharie Coombes- ( age 5 plus)

No worries Mindful kids activity book for children who sometimes feel sad or anxious-Dr Sharie Coombs- ( age 5 plus)

Also these are great

Sesame street- Ernies feelings game- you tube  (age 2 plus)

Sesame street- Ernie sings feelings – you tube( age 2 plus)

Inside out film- guessing the feelings game – you tube ( 4 plus)

Films

Inside out ( age 4/ 5 plus)

Song of the sea ( age 4/5 plus)

Being kept in mind

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Over the last few weeks, I have been thinking about this phrase a lot, it’s a phrase I often use when I talk about children’s wellbeing. In my role as a nurture consultant I regularly talk to staff about the need for them to love the children they work with (Dr Jools Page has researched and written on professional love) being kept in mind is part of this professional love. When we see a child and tell them we have been thinking about them, or we have brought in something e.g a unicorn jigsaw puzzle we found in the charity shop and we knew they would love to play with it, or we remember that they saw granny on the weekend and we ask them about this, these things make children feel special, it helps them to feel loved, it helps them to know that an adult cares about them.
It’s the same for us, we want to know that people care for us, that we are being kept in mind by another. Over the last few weeks, my Dad has had heart surgery several times, it’s been a very concerning time. What has helped is when a text arrives on my phone or phone call from a friend asking me how my Dad is, how I am. Those messages and moments of being remembered have helped to support me through this time.

This isn’t a radical way of working with children, but these small things make a huge difference in a child’s life.