With demanding school curriculums, lack of time and high-performance expectations, pupils and staff have to deal with anxiety issues, unfulfilled needs and other barriers to learning and growing.
Drawing on established neuroscience and child development theories, the Thrive Approach helps educational settings use evidence-based skills and knowledge to support children and young people of all ages; so they can feel nourished, cared for, and ready to take on life and learning.
At such a crucial time in children’s development, using a positive relational stance, through play, creativity and the arts, the Thrive Approach helps primary settings make the most of pupil’s learning opportunities – helping to manage distressed behaviour and reduce exclusions. Seizing these, and meeting developmental needs at the right-time, helps pupils become more resilient and open to learning.
In practice, Thrive offers primary settings practical strategies and skills to improve emotional wellbeing and social wellbeing; increasing attendance, reducing anxiety and enhance learning. This can involve creating dedicated Thrive spaces, engaging children in art activities that reduce stress and developing an underlying focus on the wellbeing of pupils, staff and parents.
Development during adolescence is full of challenges. However, understanding how the teenage brain develops during these years presents incredible opportunities to support young people, create positive relationships with them and help them learn.
Adopting the Thrive Approach throughout secondary settings delivers significant positive changes allowing you to connect to your pupils, help them understand changes in their brains and bodies, and manage their emotions.
In practice, Thrive in secondary settings can involve using a shared language that enables young people to express and manage their feelings, establishing welcoming teams, setting up safe spaces, developing activity areas, building meaningful relationships, reinforcing connections and helping all young people to develop their positive mental health to move forward.
All children and young people have different needs and many pupils in special schools may have previously had negative experiences of education that can result in issues with distressed behaviour and attendance.
Embedding Thrive across a special school setting enables pupils to feel safe and able to engage with learning.
In practice, Thrive in special school settings can include morning briefings, targets and strategies for learners with individual needs, breaks for physical activity and establishing a dedicated Thrive room where children can relax and express themselves.
Many children and young people arrive at pupil referral units in a time of crisis, having faced one or more permanent exclusions and negative experiences of education
Thrive enables staff to assess the social and emotional skills of young people quickly and effectively, ensuring they can respond in the right way. Targeted support and action plans can be put in place almost immediately, with tailored strategies and activities that meet the needs of the individual student.
Embedding the Thrive Approach across a pupil referral unit ensures all staff know what to do in response to students’ distressed behaviour, that is often communicating varying and complex social and emotional needs.
Thrive also gives adults the resources to keep themselves emotional healthy in challenging situations.
Thrive-Online can be used in pupil referral unit settings to track and monitor the progress of each young person, providing clear evidence of their development to external agencies. This information also helps staff clearly communicate the needs of their students and the specific support they require.