Creating an emotionally secure learning environment is vital for care-experienced young children. The elements needed to create such an environment are linked to trusting the adult to help and contain, tolerating not knowing, asking for help when needed, tolerating making mistakes and persisting when a learning task gets difficult. This mixed methods case study followed 10 primary aged children over two years at the Mulberry Bush after adaptation had been made to the school curriculum and curriculum delivery. Data were also collected from focus groups with teaching staff. 

Key findings

Findings suggest that:

• the majority of children maintained or improved classroom confidence, trust in staff, self-esteem, behavioural regulation and engagement with learning after adaptations had been made to the school curriculum and curriculum delivery  

• child progress is not linear  

• curriculum underpins engagement 

• staff support and supervision is vital  

Publication:

A paper ‘Enhancing the emotional security of pupils in the classroom: a case study of a therapeutic residential special school’ has been accepted by the journal Emotional and Behavioural Difficulties 

 Emotional security in the classroom – Kudos: Growing the influence of research