Identify and complete appropriate assessments to establish a greater understanding of the young person’s needs, for example:

·         Boxall Profile;

·         The Strengths and Difficulties. Questionnaire (SDQ);

·         Blob Tree.

Work with a group of key staff to identify the individual profile of the young person to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de-escalating adult responses.  An example of this might be the RAMP (Reducing Anxiety Management Plan). 

Assign a key adult/team of adults for daily check ins with the young person.

Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or sensory activities (colouring, play dough, theraputty).  Always ensure access to these activities at all times through use of a ‘calm box’.

Use gentle praise when self-calming strategies are attempted, even if unsuccessful.

Use the Incredible 5-Point Scale to aid emotional self-regulation.

Put an appropriate support plan in place (may be a behaviour/risk management plan), which has been devised with the young person according to what they feel helps them to feel calm.  This might include a safe-handling plan.

Any plan should include how to reflect upon, learn from the ‘incident’ or behaviour, and debriefing for staff and the young person.

Provide a ‘safe’ place for a young person to take time out and calm.

Provide time within the curriculum for one-to-one work with an appropriately accredited therapist, e.g. play therapy, art therapy. Reintegration to class/school following therapeutic work needs to be managed sensitively and appropriately.

If needed, referrals to appropriate health provider service i.e. Healthy Minds, School Nurse, Community Paediatrician, SALT. A TAF or Safeguarding review may be required.

Personalised Well Being Boxes - to include comforting artifacts - pictures, smells, sensory calming resources etc. Identify objects pictures, smells etc with a young person that support emotional regulation and develop a support box.

Reasonable adjustments such as   removing over stimulation at times through the day; access to quiet room/space; modified timetables to feature calm time; movement breaks; sensory breaks; time out passes and brain gym.

Access to school-based counsellor where accessible and appropriate.

Gratitude journaling - think of 3 things you are pleased with.

Grounding techniques to be used during time out e.g. breathing or tapping.

Individual workstations.

Preparing for the day ahead - checking with keyworker each day to go through each lesson expectations/changes.

Starving the anxiety gremlin.

Transition planning.

Early Break can offer a range of support including:

·         Mindfulness and holistic therapies 1-2-1 for 5-16yrs

·         1-2-1 emotional health and wellbeing support via streetwise@early break for 14- 16yrs

·         Closing the gap aged 16-25 1-2-1 emotional health and wellbeing support. Criteria- low level EHWB need, not accessing mental health support from other service and resident of Bury. Self-referral or professionals can refer in via Early Break.

·         Bury Mental Health Support Team (MHST) is available in select schools across bury providing low intensity CBT informed work for low level mental health issues such as worry, anxiety and low mood. Referral pathway is via your schools senior mental health lead.