ABSTRACT
Sensory issues, language and communication difficulties and emotional regulation difficulties all impact pupils’ abilities to develop reciprocal relationships. Some pupils prefer spending time on their own or seek out adult company. Sadly, pupils with additional needs tend to have fewer friendships than their peers. Taking care of personal belongings and being responsible for organising their own items for school is an important life skill that teachers want all pupils to develop. However, children vary in their development, and some pupils reach secondary school still very much reliant on adult support to manage their possessions. It is worth spending time observing pupils to see if they are ready to take the next steps towards personal organisation. It may be a good idea to talk with parents or carers to see what their expectations are.
