2018 SUPER Conference Biddenham
Sharing research and practice from SUPER Members INTRODUCING BIDDENHAM SCHOOL • English as an Additional Language • Student Forum • SUPER wellbeing survey 2016/17 (interviews with individual students) • What we offer at Biddenham • Transition • Wellbeing and empathy resources • Empathy Day, June 2018
'Biddenham International School is a multicultural school made up of 70% minority ethnic groups and for 47.6% of students English is not their first language. The prior attainment of our students is currently 42.5% (C grade) compared with the national average of 47.9% (B grade). In addition, 31% of students are from disadvantaged backgrounds, higher than the national average. Almost 50% of our students live in a ward which falls within 0-10% most deprived areas in England on Income Deprivation Affecting Index.'
Research into the experience of Polish heritage students at Biddenham conducted in 2017 revealed the need for a more ‘managed’ approach to the induction of newly-arrived students from overseas. Each student is paired with a buddy, based on interests and subject choices, to help them out for the first few days in school. Buddies for EAL students are often chosen because they share the same language.
Induction of EAL students can take longer than for students without EAL due to testing, option choices taster sessions. The current system is fairly hands off with responsibility placed on the buddy to look after the new student. If the relationship between them breaks down, the new student can become isolated. This research showed us just how frequently this happens and revealed the need for regular follow up conversations with both buddy and new student, and the chance to opt out of the pairing without blame.
Participants to discuss and share their strategies for integration/buddy systems and positives/negatives related to them.
Student Forum • Meet fortnightly • Representatives from year 7 - 13 • Achievements - #HelloYellow - Kindness and wellbeing week - Parliament
Forming links with external bodies of support Young Minds Chums Raised a total of: Raised a total of: £835.62 £350.53
Kindness and Wellbeing week
SUPER - wellbeing survey Exam stress - • students pointed out they needed a little more help from school with this • I don’t have any coping strategies School in general • Happy at school • School is ‘helpful’ and caring Support in school • My friends • Some teachers
Our Response (and existing services) • Dedicated mental health and wellbeing lead • Better promotion of services CAMHS and Bedford Open Door • Mindfulness club focussing on dealing with exam stress and exam results • Tutor time wellbeing sessions for targeting students • Assemblies • Be Kind campaign • Well being drop in • CAMHS session on dealing with exam stress • Relaxation sessions offered prior to exams • Additional resources in the library We are aware there is still lots to do… Transition Education for wellbeing - Anna Freud Measurement of ‘our response’ Improving our ELS programme e.g. getting a selection of graphic novels to ease introduction to a range of English exam set texts
Dealing with exam stress - Professor Ian Robertson Ste tep 2 2 - Bre reath the in in Step 1 1 - tell tell yo your urself lf through yo thr your nos nose fo for r you yo u ar are ex excite ted rat rather fiv five sec econds an and the then than str tha tressed ex exhale le fo for six ix Ste tep 3 3 - inv involv lves Ste tep 4 4 - squ queeze po posing lik ike a a yo your rig right t han and shut ut sup uperhero, , pu puffing ou out t fo for 45 45 sec econds, , op open your che yo chest an and it it fo for 15 15 and and the then shut ut sta tanding up up tall. tall. it it ag again
Transition
Additional Wellbeing, Empathy resources
Resources from Nicola Morgan Nicola is a multi-award-winning author and expert on teenage brains and mental health: She recently ran a well-being competition for schools #asknicolamorgan, so we asked a question and ours was one she selected answer. https://www.nicolamorgan.com/adolescent-brains-and-lives/asknicolamorgan- 7-how-can-teenagers-remain-confident-when-theres-so-much-pressure-on- social-media-to-look-good-eg-like-justin-bieber-selina-gomez/
Wellbeing and empathy reading area in library
Empathy Day http://empathylab.uk/empathy-day-resources
What we did on Empathy Day 2018 In Year 8 tutor groups tutors discussed the idea of Empathy and ways of acting empathetically, giving suggestions of books which show characters behaving empathetically, or with whom the reader might feel empathy. Each student was given an empathy in action pledge card; a Read for Empathy recommendation book mark; and a postcard to write to the book character for whom they feel the most empathy:
YOUR empathy ideas We will now give you each a set of all three cards to complete. Then we’ll discuss this as a group before we share a selection of the Year 8 actions.
Empathy Pledges “I will make sure that the year 9’s will feel welcome next year” “Trying to understand someone’s point of view even if you disagree with them” “Try and respect what other people are going through” “Don’t make fun of someone for their differences” “Don’t do or say things, that I don’t want people to say to me”
Students’ Read for Empathy recommendations Diary of a Wimpy Kid by Jeff Kinney Wonder by R J Palacio Everything, Everything by Nicola Yoon The Fault in Our Stars by John Green Holes by Louis Sachar Harry Potter: The Philosopher’s Stone and Prisoner of Azkaban by J K Rowling Diary of Anne Frank Milk and Honey by Rupi Kaur Love, Simon by Becky Albertalli Giraffes Can't Dance by Giles Andreae And school texts The Refugee Boy by Benjamin Zephaniah The Boy in the Striped Pyjamas by John Boyne The Hunger Games by Suzanne Collins
Empathy postcards Book characters written to the most: Harry Potter Katniss from The Hunger Games Schmuel and Bruno from The Boy in the Striped Pyjamas Greg from Diary of a Wimpy Kid Simon from Love, Simon
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