The Story Project
Olivia Richards is developing a program in Bradford schools to address both literacy and wellbeing, recognising that children in deprived communities are less likely to meet literacy expectations and more likely to face mental health challenges. Through carefully selected stories, teachers encourage children to discuss interpretation, vocabulary, and character emotions, helping them build literacy skills while connecting with their own feelings and experiences.
Building Emotional Resilience in Early Years
This innovative project promotes emotional resilience and self-regulation in early years children by integrating emotional regulation principles into both school and home life through staff development. Building on a successful 2-year grant at Whitefield Primary School, the project now encompasses 18 Liverpool schools. It includes teacher training, resources, and ongoing support. Schools also host workshops for children and parents to boost concentration, enhance emotional literacy, and improve classroom learning and attainment.
Supporting Transition and Developing Emotional Intelligence
This project, led by Whitefield Primary School, in Liverpool. promotes self-regulation from early years to Y6 using the Zones of Regulation and emotional literacy, addressing the challenge many children face when transitioning to secondary school by developing a common language between primary and secondary staff to enhance emotional literacy and improve learning access.
Integrating Retained Primitive Reflexes
After COVID-19 disruptions, Watercliffe Meadow Primary School, in Sheffield, observed significant unpreparedness in its early years cohort – physically, emotionally, and educationally. In collaboration with a kinesiologist, the school identified retained primitive reflexes and movement-related dysfunctions as key factors. This project aims to integrate these reflexes, helping children better prepare for school and engage with their education, leading to improved attainment over time.
True Self
The “True Self” project, led by Aspire North East, aims to create a network of mindfulness practitioners in schools across Sunderland to support pupils struggling with emotional regulation. The three-year initiative will train staff in six primary and secondary schools to implement mindfulness techniques that help students self-regulate, reduce stress, and improve their wellbeing. The ultimate goal is to embed mindfulness in all Sunderland schools, develop a shared understanding and improve student outcomes such as attendance, engagement, and academic performance.