Ordinarily Available Inclusive Provision (OAIP) Easy Read

Social, emotional and mental health

Unhappy or stressed

Some children may show signs of being very unhappy, worried, or emotionally overwhelmed. This can affect their ability to learn, take part in school life, and build relationships. These feelings may be linked to things happening at home, in school, or within themselves.

What Might We Notice?

  • The child may seem withdrawn, tearful, or low in mood.
  • They may say they feel sad, anxious, or overwhelmed.
  • They may show changes in behaviour, such as becoming quiet, angry, or restless.
  • They may avoid tasks, people, or places that cause stress.
  • They may have difficulty concentrating or engaging in learning.
  • They may express negative thoughts about themselves or others.

How Can School Staff Help? (Everyday Classroom Support)

  • Build trusting relationships with the child through consistent, kind interactions.
  • Create a calm and predictable classroom environment with clear routines.
  • Use emotion check-ins or visual tools to help the child express how they feel.
  • Offer quiet spaces or calming activities when needed.
  • Use positive reinforcement and praise to build self-esteem.
  • Be flexible with expectations and allow time for the child to regulate.
  • Check in regularly and listen without judgement.

Extra Help (SEN Support)

  • Work with pastoral staff, school counsellors, or mental health support teams.
  • Use structured emotional wellbeing programmes (e.g. Zones of Regulation, Nurture Groups).
  • Provide regular small group or 1:1 sessions focused on emotional literacy and coping strategies.
  • Develop personalised support plans with input from the child and family.
  • Monitor wellbeing and adjust support based on the child’s needs.
  • Consider referrals to external services if concerns persist or escalate.

Emotionally Based School Non-Attendance

Emotionally Based School Non-Attendance (EBSNA) is when a child finds it very difficult to attend school because of emotional reasons. This may be linked to anxiety, stress, low mood, or other mental health needs. It can happen suddenly or build up over time.

What Might We Notice?

  • The child may be absent from school often or refuse to come in.
  • They may say they feel sick or anxious about going to school.
  • They may become upset or distressed in the morning before school.
  • They may struggle to separate from parents or carers.
  • They may avoid certain lessons, people, or parts of the school day.
  • Their attendance may drop without a clear medical reason.

How Can School Staff Help? (Everyday Classroom Support)

  • Build strong, trusting relationships with the child and their family.
  • Create a welcoming and calm environment for arrival at school.
  • Use flexible approaches to support gradual reintegration (e.g. part-time timetable, safe spaces).
  • Offer a named adult for regular check-ins and emotional support.
  • Use visual timetables and predictable routines to reduce anxiety.
  • Work closely with parents/carers to understand the child’s needs and triggers.
  • Avoid punishment-based responses to absence and focus on support.

Extra Help (SEN Support)

  • Work with pastoral teams, attendance officers, and mental health professionals.
  • Use structured programmes to support emotional wellbeing and resilience.
  • Provide regular small group or 1:1 sessions focused on anxiety management and coping strategies.
  • Develop a personalised reintegration plan with clear steps and goals.
  • Consider referrals to external services (e.g. CAMHS, Early Help, EPS) if needed.
  • Monitor attendance and wellbeing closely and adapt support as needed.

Physical symptoms that are medically unexplained

Some children may regularly report physical symptoms like headaches, stomach aches, or feeling sick, but medical checks show no clear cause. These symptoms may be linked to emotional distress, anxiety, or stress, and can affect attendance, learning, and wellbeing.

What Might We Notice?

  • The child often says they feel unwell, but medical checks show no physical illness.
  • They may visit the medical room or ask to go home frequently.
  • They may show signs of anxiety or distress, especially before certain lessons or activities.
  • Their attendance may be affected by repeated illness-related absences.
  • They may seem withdrawn, tired, or low in energy.
  • They may struggle to concentrate or take part in learning.

How Can School Staff Help? (Everyday Classroom Support)

  • Build a trusting relationship and listen to the child’s concerns with empathy.
  • Create a calm and predictable classroom environment.
  • Use visual timetables and routines to reduce anxiety.
  • Offer a safe space or calming activities when the child feels overwhelmed.
  • Check in regularly and validate the child’s feelings without judgement.
  • Work closely with parents/carers to understand patterns and triggers.
  • Avoid reinforcing avoidance behaviours while offering gentle encouragement.

Extra Help (SEN Support)

  • Work with pastoral teams, school nurses, and mental health professionals.
  • Use structured emotional wellbeing programmes to support coping strategies.
  • Provide regular small group or 1:1 sessions focused on emotional regulation.
  • Develop a personalised support plan with clear strategies and goals.
  • Consider referrals to external services (e.g. CAMHS, Early Help) if needed.
  • Monitor wellbeing and attendance closely and adapt support as needed.

Behaviour as communication

Some children may show behaviours that are difficult to manage in school. These behaviours may be a way of expressing frustration, anxiety, unmet needs, or difficulties with communication. Challenging behaviour can affect learning, relationships, and safety.

What Might We Notice?

  • The child may shout, refuse, or act aggressively towards others.
  • They may damage property or disrupt lessons.
  • They may run away from staff or leave the classroom without permission.
  • They may show controlling or oppositional behaviour.
  • They may struggle to manage emotions and act impulsively.
  • Their behaviour may be unpredictable or escalate quickly.

How Can School Staff Help? (Everyday Classroom Support)

  • Build strong, trusting relationships with the child through consistent, calm interactions.
  • Use clear routines, expectations, and visual supports to reduce uncertainty.
  • Stay calm and use de-escalation strategies when behaviour becomes challenging.
  • Offer choices and use positive reinforcement to encourage cooperation.
  • Provide safe spaces and calming activities when the child is overwhelmed.
  • Use restorative approaches to repair relationships and support reflection.
  • Work closely with parents/carers to understand triggers and strategies that help.

Extra Help (SEN Support)

  • Work with behaviour support teams, educational psychologists, or other specialists.
  • Use structured behaviour support programmes or personalised behaviour plans.
  • Provide regular small group or 1:1 sessions focused on emotional regulation and social skills.
  • Develop a personalised risk reduction plan if needed.
  • Use tools like behaviour charts, social stories, or sensory supports.
  • Monitor behaviour patterns and adapt support based on what works best for the child.

Low level disruption or attention-needing behaviours

Some children may show behaviours that interrupt learning in small but frequent ways. These behaviours may be a way of seeking attention, avoiding tasks, or expressing unmet emotional needs. They can affect the child’s progress and the learning of others.

What Might We Notice?

  • The child may call out, fidget, or talk when they should be listening.
  • They may distract others or try to get attention from adults or peers.
  • They may avoid tasks by wandering, chatting, or asking unrelated questions.
  • They may show silly or exaggerated behaviour to get a reaction.
  • They may struggle to follow classroom routines or settle to work.
  • These behaviours may happen more when the child feels anxious, bored, or unsure.

How Can School Staff Help? (Everyday Classroom Support)

  • Use clear routines, expectations, and visual prompts to support behaviour.
  • Give regular praise and attention for positive behaviour and effort.
  • Use planned ignoring for minor attention-seeking behaviours where appropriate.
  • Provide short, achievable tasks with regular breaks.
  • Offer choices and responsibilities to build independence and self-esteem.
  • Use seating plans and groupings that support focus and reduce distractions.
  • Check in with the child regularly to understand their needs and feelings.

Extra Help (SEN Support)

  • Use structured behaviour support programmes or personalised behaviour plans.
  • Work with pastoral teams, behaviour specialists, or educational psychologists.
  • Provide regular small group or 1:1 sessions focused on emotional regulation and social skills.
  • Develop a personalised support plan with clear goals and strategies.
  • Use tools like behaviour charts, social stories, or sensory supports.
  • Monitor behaviour patterns and adapt support based on what works best for the child.

Difficulties following and accepting adult direction

Some children may find it hard to follow instructions or accept guidance from adults. This can be due to emotional needs, past experiences, difficulties with trust, or a need for control. These behaviours can affect relationships, learning, and safety in school.

What Might We Notice?

  • The child may refuse to follow instructions or challenge adult authority.
  • They may argue, shout, or walk away when asked to do something.
  • They may ignore requests or pretend not to hear.
  • They may become upset or angry when corrected or redirected.
  • They may try to control situations or avoid adult-led activities.
  • These behaviours may be more frequent with certain adults or in specific settings.

How Can School Staff Help? (Everyday Classroom Support)

  • Build positive, trusting relationships through consistent and respectful interactions.
  • Use calm, clear language and give choices where possible.
  • Avoid power struggles - offer time and space when needed.
  • Use visual prompts and routines to support understanding and predictability.
  • Praise cooperation and effort, not just outcomes.
  • Use restorative approaches to repair relationships and support reflection.
  • Be consistent with boundaries and expectations across staff.

Extra Help (SEN Support)

  • Work with behaviour support teams, educational psychologists, or pastoral staff.
  • Use structured behaviour support plans with clear strategies and goals.
  • Provide regular small group or 1:1 sessions focused on emotional regulation and social skills.
  • Use tools like social stories, emotion coaching, or personalised visuals.
  • Develop a personalised support plan with input from the child and family.
  • Monitor behaviour patterns and adapt support based on what works best for the child.

Developmental trauma and attachment difficulties

Developmental trauma can happen when a child experiences early stress, neglect, or loss. Attachment difficulties may affect how a child builds trust and relationships with adults. These experiences can impact behaviour, emotions, and learning in school.

What Might We Notice?

  • The child may find it hard to trust adults or form positive relationships.
  • They may show extreme clinginess or push others away.
  • They may react strongly to changes, transitions, or perceived rejection.
  • They may struggle to manage emotions and show unpredictable behaviour.
  • They may seem hyper-alert, anxious, or withdrawn.
  • They may have difficulty asking for help or accepting support.

How Can School Staff Help? (Everyday Classroom Support)

  • Build consistent, trusting relationships through calm and predictable interactions.
  • Use clear routines and visual supports to reduce uncertainty.
  • Be patient and avoid taking behaviour personally.
  • Offer choices and control where appropriate to reduce anxiety.
  • Use emotion coaching and model calm responses.
  • Provide a safe space and a named adult for regular check-ins.
  • Avoid sudden changes and prepare the child in advance for transitions.

Extra Help (SEN Support)

  • Work with educational psychologists, or trauma-informed practitioners.
  • Use structured programmes focused on emotional regulation and relationship-building.
  • Provide regular small group or 1:1 sessions to support attachment and resilience.
  • Develop a personalised support plan with input from the child and family.
  • Use tools like social stories, sensory supports, and calming strategies.
  • Monitor wellbeing and adapt support based on the child’s emotional needs.

Difficulties participating / withdrawn or isolated

Some children may find it hard to join in with learning or social activities. They may seem quiet, withdrawn, or prefer to be alone. This can be due to anxiety, low confidence, past experiences, or emotional needs. These difficulties can affect progress, wellbeing, and relationships.

What Might We Notice?

  • The child may avoid group work, playtimes, or classroom discussions.
  • They may sit alone, speak very little, or not make eye contact.
  • They may seem anxious, low in mood, or lacking in confidence.
  • They may not ask for help, even when struggling.
  • They may show little interest or engagement in activities.
  • They may have few or no friendships and seem socially isolated.

How Can School Staff Help? (Everyday Classroom Support)

  • Build a trusting relationship through gentle, consistent interactions.
  • Use small group or paired activities to encourage participation.
  • Offer roles or responsibilities to build confidence and involvement.
  • Provide quiet spaces and low-pressure opportunities to engage.
  • Use visual prompts and clear routines to reduce anxiety.
  • Check in regularly and listen to the child’s views and feelings.
  • Celebrate small steps and effort, not just outcomes.

Extra Help (SEN Support)

  • Work with pastoral teams, educational psychologists, or mental health professionals.
  • Use structured programmes to support social skills and emotional wellbeing.
  • Provide regular small group or 1:1 sessions focused on confidence-building and participation.
  • Develop a personalised support plan with clear goals and strategies.
  • Use tools like social stories, emotion coaching, or peer mentoring.
  • Monitor wellbeing and engagement and adapt support as needed.

Difficulties in making and maintaining healthy relationships

Some children may find it hard to build and keep positive relationships with others. This can affect their ability to work in groups, make friends, and feel safe and included in school. These difficulties may be linked to emotional needs, past experiences, or social communication challenges.

What Might We Notice?

  • The child may struggle to make or keep friendships.
  • They may be rejected by peers or often play alone.
  • They may show clingy, controlling, or avoidant behaviour in relationships.
  • They may misread social cues or react strongly to minor issues.
  • They may be involved in frequent conflicts or fallouts.
  • They may seem isolated, anxious, or unsure in social situations.

How Can School Staff Help? (Everyday Classroom Support)

  • Model and teach positive social skills through everyday interactions.
  • Use small group activities to support cooperation and peer relationships.
  • Provide clear expectations and routines for group work and play.
  • Use social stories or role-play to explore friendship and conflict resolution.
  • Offer a safe space and a trusted adult for regular check-ins.
  • Praise and reinforce positive interactions and efforts to connect with others.
  • Monitor peer dynamics and intervene early to prevent exclusion or bullying.

Extra Help (SEN Support)

  • Use structured programmes focused on social skills and emotional literacy.
  • Work with pastoral teams, educational psychologists, or mental health professionals.
  • Provide regular small group or 1:1 sessions to practise relationship-building.
  • Develop a personalised support plan with clear goals and strategies.
  • Use tools like emotion coaching, peer mentoring, or video modelling.
  • Monitor progress and adapt support based on the child’s social and emotional needs.