Use turn-taking games and co-operative learning activities during subject lessons. Rotating groups, so that young people work with different group members, helps to build a range of social skills and fosters inclusiveness.

Conduct appropriate assessments to develop understanding of the presenting needs in relation to friendships. For example:

·         Social Skills Improvement System (SSiS).

·         Emotional Literacy Assessment.

·         Multidimensional Students’ Life Satisfaction Scale.

Provide key adult support at specific times that have been identified as challenging for the young person, e.g. unstructured times.

Small group or paired provision at breaks and lunchtimes, modelled and structured by an adult.

Offer small group interventions to promote positive peer interactions. For example:

·         Circle of Friends;

·         Nurture groups;

·         S.S. GRIN;

·         Lego therapy.

Use conflict resolution strategies and other similar techniques such as restorative justice to support young people through conflicts.

Adult support in class to scaffold any group/paired work.

If negative thoughts are a barrier to the young person engaging with their peers, try cognitive behavioural approaches such as Think Good Feel Good.

Use of programmes such as Why Try and Social Skills Improvement System (SSiS).

Implement a Reducing Anxiety Management Plan (RAMP).

Comic strip conversations.

Weekly friendship SULP groups.

Lunchtime quiet room.

Staffed quiet areas for breaks/unstructured time.

Lunchtime games club.

Break/lunchtime clubs for vulnerable young people.

Working with the 5 ways to wellbeing with peers.

Talkabout - form time intervention for small group.

Lego therapy.

Nurture groups.