ABSTRACT
The strategies for classroom change are drawn from the experiences of school staff working with children with severe and complex learning difficulties. They are divided into the three key areas: Engagement, Relationships and Feeling Positive. Children’s emotional engagement in learning depends on what is being taught as well as how it is being taught. To support children’s emotional well-being the classroom needs to be organised in a consistent and predictable way. Good relationships depend upon the child being able to make secure attachments to adults. Relationships depend upon communication but building a relationship with a child with learning difficulties means more than simply speaking to them. Adults can often pre-empt emotional distress by ensuring that children feel safe. Children need to feel that the class team can contain their emotions and help them deescalate feelings of anxiety, fear or anger if they feel emotionally unsafe. Children become more confident as they develop control over their lives.
