Gentle Guidance: How to Understand, Inspire and Empower Your Kids

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In this instance, Milligan places her palm on the left hand side of Anni's face to stop her spitting in the teacher's direction.

In a new BBC Two series, Helping Our Teens, leading behaviour expert Marie Gentles goes to Beacon Hill Academy in the West Midlands to see if her compassionate technique can transform behaviour to ensure students thrive at school. GEMMA- And now she wants to become a social worker and she wants to work with children like herself to help parents and members of staff and hierarchies to understand the simplicity or the complexity of her disability and others as well. So, she’s really got her head focused on – what’s the course you do? Introduction to our range of programmes and services to support schools facing the toughest challenges.

PRUs targeted by 'county lines' gangs

NIKKI- It can be very confusing this, can’t it? So, to help provide some context on how these changes could impact disabled people we are joined by James Taylor, executive director of strategy at the charity Scope. Hello James. NIKKI- Jayliyah, with the amazing hair, as listeners will see when they watch the documentary. Our listeners, loads of our listeners will have had or will be having similar experiences to yours at school so they will get it. But I just wanted to ask you how was school going for you before Marie arrived? We believe in a whole child approach whichrecognisesthat social and emotional development and wellbeing is an integral part of achieving success in school and for the future.Supporting goodbehaviourand a positive learning environmentfor all is an important part of that. It is home to 40 pupils, all of primary school age, though pupil referral units catering for secondary school pupils also exist.

That segregation was never right, but Gentles points out that today’s challenges, like county lines, don’t discriminate and make partnership all the more pressing. Gentles joins a panel at The Difference It was clear to me, however, that the children they were following - described as “three of the school’s most challenging pupils” - likely had some form of SEND.Marie advocates, “sanctions balanced out with nurture and praise” but in reality, her methods were heavy on the sanctions.Before any progress can be made, I believe that the way these children are viewed needs to be reframed. Staff need to stop seeing them as 'naughty and challenging' and instead understand they are overwhelmed, anxious, have sensory difficulties and require compassion and support. Overwhelmed and dysregulated JAMES- I think there are lots of people in this third category, limited capability for work related activity – it’s quite a mouthful – who actually do want to try some work and would like to work if they were given the right support. And the issue is nothing has been announced about how that support is going to be provided. All that’s been announced is how we’re going to move people from that group into a slightly riskier group where they’re going to have to start searching for jobs, and if they don’t we’ll probably take their benefits away. And so I would frame this as we need to invest in disabled people. There are 60 million of us in this country, if we halve the employment gap we’d boost the output of this country, we boost GDP. Clamping down and threatening people with tougher sanctions is not the way to do it. Investing in our employers, investing in knowledge, investing in specialist disability employment experts in our Job Centres across the country is really the way that we’re going to start to shift the dial on this. In some cases it can involve the adult standing behind the child and placing their arms across them, with their right palm on the child's left shoulder, and their left palm on the child's right shoulder, effectively prohibiting them from moving.

The mother-of-two said: "I was called to school because of another incident and arrived with no make up, in tears, and the film crew asked if they could record it. It's very raw but I want people to see caring and living an autistic child is very difficult. Why, understanding all of this, does she continually chase after, talk at, and put pressure on these children?Again, it may just have been how it was edited, but if this is the case I'd hope Ms Gentles would be seriously concerned at how she has been portrayed in the edit. Like most teachers in PRUs, Gentles started her career in mainstream. “It was this lovely little Catholic school with next to no behaviour issues.” From early on, she was one of those teachers with a special touch for challenging behaviour. “When there was the odd child who showed behaviours they would always get sent to my classroom. And then when they came to my room, there weren’t any issues and they got on with their work.” NIKKI- Yeah. She said, ‘Nikki, don’t do yourself down’. I nearly fell off my scooter because, like, how does she know my name’s Nikki? It’s Linda. But she did. And then she told me off for doing myself down. She went, ‘You look beautiful’. And I was like, well that’s it, my night is made, joosh, this is it, Linda.

Marie Gentles draws on her decades of expertise supporting children across the behavioural spectrum, along with their parents and teachers, to show us how to establish positive relationships that bring out the best in our children. Using evidence-based research, case studies and her proven methodologies, this book shows you how to:However, the positives were, for me, marred by the struggle to overpower these children and solve situations, as Yvonne Newbold said, “from an adult perspective”. Firstly, that it is normal and ok and to be expected. Prepare your equipment etc, so that there is no extra stress on the morning of school and remind yourself that most of the students will be feeling something very similar!