 Ieisio'n gynhyrch i fwy na i gweithio bod wedi gwneud y lawer hefyd gynhyrchu'n gyfer gydych chi'n swyddfa a Pes transaction o'ch gael o'r gael, a'i ddrawer o gaeladaeth, o'r anghyddon o'r ddrawer o'r phobliau o'r holl, o'r chael pob wneud, o'r chaeloedd gwaith hwnna iton o'r gaelol wedi Codezei, wedi bod y gallai hyn wedi eu ei gyfaf amddangos oherwydd a'r ystyff gyda. Y cwmru o'r rôl, rydych chi'n medians iawn i ysgol iawn i'r rhain. Rwy'n mynd i ochr, ond mae'n olygu'r Remodd yma i'w medius i'r kwaith a gweithio i'r gweithio ac'i gweithio i'r iawn i'r gweithio, mae hynny'n ddim yn oed dros i'r gweithi'n dweud scientific about what else has been going on in the past. y gallu'n ddiweddol i'r gwaith ymlaen, lle mae ymlaen o'r gwaith yma ar y dyfodol yng ngheinydd. Mae'r cyffredinethau yn oes y cyfrifiadau ar gyfer y gwaith, ond rydych chi'n gwaith yma ar y gwaith yma, a gwrs o'i gwaith yma ar y gwaith yma yn ei gwaith. A'i gwaith ei gwaith yma ar y plai yn y gwaith, mae'n gweithio'n gweithio'n gwaith yma ar gyfer y gwaith. Yn amser, y rhai gwaith yma, mae'n gwestiynau'r gwaith yn ei gwaith. now the child has showed up today, they're here this is fantastic. We don't worry about what happened yesterday or last week or last month or last term. Right now this child is at school, and that is fantastic and we want them here and we are delighted. So what is this going to look like in practice? Well first of all we need to talk with our frontline staff or other kind of meters and greeters about exactly what's going to happen when that child arrives late. If they they come at a funny time, what we going to do to make them feel we're delighted that you're here. What will we say? What will we do? Where perhaps can they go? Next is a slightly more general exercise. It can really help just to remind ourselves about this child. We might not be like really familiar with them, we might not have seen a lot about them but what do we miss about them? Why are we actually happy that they're here? Perhaps you're their classroom teacher and you've missed their cheeky sense of humour or they are really maen i ddim yn ei gwmwylo arno'r pargyfeidio ar ddech chi, o'r ni sixo'r phobl sydd eich cynnig o'r teimlo i'r barth ac ydych wedi weithio arno. Efallai fel amddai'n ddigon yn ddigon arna o hynny, boeth ddweud hynni'n dweud y pargyfeidio arno eu ddechrau. Rydyn ni'n mynd i arddai'r bach yn gweithiob â'r pan yw, gwbod i chi fyddai lle staffau yn ddweud hynny, sydd eich ben ddigon arno i'u dweud a dîm eich gweithio arno'r ddigon. ac rydyn ni i chi'n ddweud y gallu alteredden wytlluc yn bapun o'r fath gyrdd i gael i'r fath gyrdd i gael unig. Yr un gyrdd i gael i fynd i'ch chi gydai'r gyrdd i gael i'ch meddwl i'ch wneud ddydd. i gael ei gael i gael i'ch gael i'ch gael i'ch gael i'ch gael i'ch meddwl i'ch feddwl feddwch. Yd hangen, mae'n maith hyn yn ei gael i'ch gael i'ch gael i'ch gael i'ch gael i'ch gael i'ch mwyaf oedl. y tu chi'n gweld yn cadag ydech chi.잘 y Trying Oed Caerio'r Gymdeithasol, ddydd yn ychydig i gymryd. Rydym yn oed yn ddim yn falle weithio bod, rydyn ni'n gweithio ddimwasg y gwaith. Dyddwn ni'n gobeithio yn gwieithio'n gwahyd, dywed am dewis. Pryddo chi'n gweithio i chi'n gweithio'r gwaith? Daeth gael oes gen i wneud hynny. Felly, mae'n gweithio chi wedi cyflwyntio, ac mae heatedr同 i gweithio'r i</i'n gweld i'r gweithio i'r gwaith. Felly oherwydd, ychydig yn oed yn bach yn bach o'r ddweud, oed yn bach o'i ddweud, oed yn gweithio, mewn y ffyrdd yng Nghymru yn ddechrau. Mae'n dechrau, mae'n dweud, mae'n ddweud mynd i fi fath i ddweud i'r rhaid. Mae'n ddechrau, mae yna'n ddweud i chi'n ddweud i chi, oed yn ddweud, oed yn ddweud, oed yn ddweud. Rwynt i'n siarad pethau, rwynt i'n rwynt i'n rwynt i fyny'n rydyn ni'n rydyn ni'n rydyn ni. audible. Routine. So this matters because if we do the same thing every day and again and again and again it gets much easier to do it again. I'm a big fan of creating positive habits. It takes all of the danger out of it. A child who is scared about coming to school can do it the same way every day. It feels impossible on day one. Almost impossible on day two or 56. It feels kind felly rydw i'n meddwl gwybod yn fyddi gael ysgol o'r ddweud ymlaen nhw'n gweithio'n fawr i'w ddechrau'n gweithio ar gyfer y ddechrau, ond rydyn ni'n gweithio'n fawr i amlwg, a phobl yn ddod yn ymddangos i'w gweithio. Wel, y dyfodol gyda'r dyfodol yn ni, mae'r ddweud o'r ddweud y tro yn y fforth o'i fod yn cymryd ar yr ysgol, A anyone there on the front line must know how to support these children, get them involved in your training, even if you don't normally. They are your biggest ally, and your biggest asset here. They will make the most difference for these kids. Also, former teachers, class teachers, parents and carers, also, because they of course will be involved in that morning routine, and that routine is likely to start a long time before the child gets to school. You might also involve friends, it might be that it's super helpful for a very good friend of the child to be there when this kid arrives in school, or perhaps they've got a buddy or a mentor who might be happy to meet and greet when they arrive. It's kind of up to what works for the child. So talk to them, but there's various different people that you might bring in here who might be involved as part of that every day routine. And then how? Just think about what does that routine need to look like? Who needs to be involved? What's going to happen? Where will it be? Where should the child arrive? When are they going to arrive? Is it better for them to be a little bit earlier or a little bit later when it's quiet! And so on! So we basically figure out, what should this routine look like? What's optimal? And then we just do it again and again and again every day. Be prepared to revisit it because things might change over time. Or a child might say, do you know what, I thought it would be really helpful to go to X place! But I'd prefer now to go to Y place! Or, I tried this and it didn't work or I tried this and it worked really well! Felly bydd y gallwch yn cyfnod, creu'r peth o'r plan ac nesbyddu. OK, a when it comes to making the routine work, we're going to think about three things. We're going to think about the where, the who and the what. OK, so first of all, where can the child go? When they arrive as part of this daily routine, where can they go that feels safe? You don't have to have this child do the same thing that everyone else does. Maybe they don't like the noisy playground on arrival. Maybe their form room feels too loud. Mae'n mynd i gweld, mae'n mynd i gofynio'ch rhan o'i gwrthog dwybr, yn ystod yn gallu y rhannu. Mae'n rhan yw'n mynd i dychydig i ddweud yn cael ei gwrthog. Rwy'n mynd i gael llawer i'r ysbryd, yr oedd yn ei gweld i'n gweld i gydig cyffredinol, i'r tarnio'n gyfan, o ddim yn gael iaith ymlaen i'r olaf yn yr hyn, sy'n gweld i fynd i'r ymlaen i'r ysbryd. Ddw i'n gweld i'n gweld i'r pethau a'i ardal, I mi, ef wnaeth beth sydd yn ydych yn y gweithio mwyaf agwylol wedi bod, drwy'n ôl, rym ni'n gwybod rhywunol, y llai, roi, rydyn ni'n gallu ymddangos o bobl, a bod yna ffynu'r haf ac rydyn ni'n pan ddim yn ymgymell bod ywaith fynd o holl yn gwleidio'r ffrach neu Lady Cardiol yn y modd roedd ymdegwyd o'r nod fynd i hefyd. O fy yda'r amall? Rwy'n meddwl, cyma ymddai'n hyn mewn. …'who', can the child be with that will help them at the beginning of the day? Is there a particular adult who can meet and greet or be with them? Is there a friend who might get involved here who is happy to be with them or a buddy or a mentor? Maybe they are lucky enough to have a school dog in your school and they could go and be with the school dog for a few minutes to regulate. So who can be with the child? Or no one, and that's a valid choice too, it might be that the child says, I actually just want to be alone for a fel y gallu mewn gwahanol o'r ddwylliant ond mae'r proses o'r cymdeithasol yn eu bod yn ddweud fel fan hyn yn ei wneud. Felly mae'n amser y person yn ei ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud, ychydig yn ei ffynol. Ond mae'n mynd i'n mynd i'n mynd i'r ddweud, o'r lleennol. A fydd o'r ddweud y cerdd gyda'i'r ddweud o'r ddweud o'r cyfrannol? i chi'n cael ei fwyndio i wneud i gwybod i'r hyn i'r schyding? Dw i wneud ei wneud i wneud i gweithio gyda'r gweithio? Y y Twyr yng Nghaethau drwy iawn er fydd yn mynd i gael contwy deall oherwydd y byddai'n gwybod i gael ei gwybod i géroffydd o tai y schyffwr oedd ymolion eich bod ni'n targedd ymlaen i'r iawn a oedd eich holl, mae'n golygu'n gweithio gweithio mewn i ddechrau his お d discovered dweud bwysig o'n ddechrau'n ddechrau hyn – dweud dweud mwy arall a dweud ddweud mwy, ddweud o bobi'r ddaf yn dd HIM-dŷr. A'i bwysig o ddechrau'n ddweud o'r ddweud. Dyna allan iddiw'n ymddur o'r ddaf yn dystrygiad ym Medicine System, ac mae e ddaf ynズraged ydynnu, ac wefyn nhw'n gweithio'n ddefnyddio atau ar ei ddefnyddio'n ddylch. A'r ddiewch yn dd shit called. To get them to a point where they are ready, we're going to think about regulation in a moment. A bit more. And there we go, almost like, I wrote the slides, isn't it? So, three is regulate your third are. So, we are going to do this because gain into school is one thing, but this is a big deal for the child, they might be very dysregulated at this point they are in the building, but they are not in the mentally. Physically here, mentally, absolutely wanting to run a mile, so we need to think about who can support here. At the beginning we may need to always have an adult by the child side in order to help them to co-regulate but we'll find again with routine, with repetition and as the child builds their skills in self-regulation that we might not need to continue with that adult supervision over time and that's a really good thing to aim for. The adult might continue to be there quietly in the background scaffolding and supporting this if needed but a child who is able to self-regulate has really brilliant transferable skills so this is a really really positive thing to be able to aim for and how do we do this? We're going to engage with those sorts of activities that might help to reduce the anxious thoughts and feelings that the child might be arriving at school with so we'll have a think about what that might look like in practice next. So things we can try, we can use our share it, shelf it, shout it, shed it, another one of my lovely alliterative ideas which I hope you find helpful, some of you say you do. So here the idea is we arrive at school with worries, we need to get ready for learning, we can try doing one or more of these four things, we can share it so that might mean talking to someone about it, that might be writing it down in a journal, that might mean just thinking about it with ourselves, kind of getting it into a way that we can name it so that it is out there in the world. We can shelf it, this is about saying I've got this worry, it's a really big worry, it really concerns me, I need to explore it but right now I need to go into maths so I'm going to take this worry and I'm going to shelf it and I'm going to make an appointment with that worry for later, I might worry alone, I might worry with an adult. One way that we can shelf it is to write it down and put it in a worry box or a worry monster and to give that to an adult for safekeeping and have a time when we're going to come back to it. You need to follow up on this if you do do it, if you say to a child we're going to shelf this worry and we're going to come back to it, you need to actually do that, they need to know this worry will become back to, it's surprisingly effective as a strategy. We can shelf it so this is if a child's got a whole ton of energy inside them that needs to be worked through because they're feeling very very anxious, they might need to physically work out that energy so it's not just about shelfing, they might choose to shelf or to scream into a pillow if you've got somewhere they can do that where it's not going to disturb and upset other people but they might do jumping jacks, they might work out their energy in any one of a number of ways, perhaps they'll dance, perhaps they'll sing, whatever works for them that gets that energy out so if they're like a coiled spring just be thinking how can we uncoil that spring so they're not going into a lesson where they're expected to sit still and focus and be calm feeling like they need to bounce off the walls with anxiety and then finally they might need to shed their worry so shedding a worry is about recognising this worry that you've come into school carrying is not a worry for a child to bear, this is an adult worry so I'll have that one please and it's about giving permission to a child to hand that worry over and for them to be able to trust that you will take care of this concern so that they can shed it, they can let go of it, they know that you've got it now and they no longer need to carry it. Other things you can do is to use your kind of favourite breathing or calming strategies to calm things down to take control so you might do something like your five finger breathing or your box breathing I'll link out to all of these in the blog post with additional resources but anything that you've found that works in the past with this child to calm things down just do it every day on arrival to enable them to begin to take control remembering that in particular our breathing strategies are super super powerful because they send both top down messages and bottom up messages so kind of brain messages psychologically saying okay I'm in control I'm taking control of this situation this is okay I can calm down and bottom up messages from our actual sort of physiology our brain our body rather begins to feel different as we calm the breathing down we've got enough oxygen circulating around our body so we begin to both psychologically and physiologically feel a bit more calmer and in control and that's a really lovely kind of self-reinforcing positive cycle achieved purely through breathing and the more that we practice it the better we get at it and then finally we might plan ahead for the day using our if then planning again I'll link out to the video on that so this is the idea if there are worries rather than dismissing or trivialising or minimizing them we actually go okay well let's think about today let's think about the worries that you have about today that you've brought with you and let's think about what we'll do with each of those worries if they were to arrive so if x happens then you could y and the child could do this for themselves they might do it with a supporting adult but the key thing here is rather than going into their lessons with all those anxieties about all these things that they're they're concerned about today we've addressed them so you might need to do that in quite detail at the beginning for our EBSA kids who might have found it really really hard to come in they might have concerns about a particular lesson particular times particular things plan ahead for them work out what they'll do in those situations this will include things like exit strategies if they're not managing anymore this might include revising the timetable for them and being a bit flexible there's a whole ton of stuff we might do again things for another day but actually looking at that day through their eyes with them and thinking about what are the things that are worrying them and what can they do if those things happen okay our three Rs we're thinking about the reception a child receives when they arrive we're thinking about routine doing the same thing every day to make it more possible for them to do it because things get easier the more times we repeat them and we're thinking about how we can enable that child to regulate because they've got here but now we need to get them ready for learning have a think together pause the video have a think about what is working well already what are you doing that works here that you can share amongst the team or do more or apply to different children what could you try any ideas that have come to you whilst you've been watching this or brainstorm some things out together that you could give a go and then turn it into practical actions what are you going to do tomorrow your best next steps are write them down share them commit to them actually do something please as a result of having done this mini training session okay and then if you want to follow up a go along to the blog where I'll share a whole bunch of different links including the ones on the screen here but a few things you might like so first of all my downloadable guide about supporting children who struggled to go to school this has got loads of ideas for parents that you might share with them too but there's just some really simple steps in here about those children who find it hard to come to school so that might well be worth a read might be worth a share with parents and carers work with them not against them you're all on the same team next video about the anxiety hack using if then which we discussed you might find the video helpful and give you some ideas for making that work you also get a little tour through the previous hairstyles of pookie I think this was the beginning of lockdown when we were growing out our hair but it was still red I miss the red and then finally listen for those of you who love a little bit of podcast pookie there are five ideas to help children who are struggling with school-based anxiety within this podcast which you might find helpful to listen to they expand on ideas shared elsewhere but I tend to say a bit more in the old podcasts and give you a few more examples so hopefully helpful I really hope that you found this session helpful and that there were some things in here that you felt able to take away and support your children who are struggling with school-based anxiety it's a really really tough gig for them and one thing just to remember is they are trying so hard if you've got them there in front of you to try any of these things then actually they have already fought a massive battle just to be there so even if they never make it into a lesson just please recognise that let them know that you're really really proud of them for trying you will get there with them because you care and you will enable them to feel safe enough to try these things good luck and thank you so much for your hard work with these children