Often the bucket is overloaded by a multitude of things so we cannot pin it down to one thing. Our role as the adult supporting is to manage the environment so that the young person doesn't become overloaded. 1/

Cognitive overload can also lead to stress and for teachers and support staff, it eats into the time taken on other work-related matters and crucially into personal and private time, which should be absolutely protected in a positive wellbeing culture. 4/n

Wellbeing isn't soft and fluffy, compassion isn't a sign of weakness, performing and caring are not mutually exclusive. Teachers and support staff need to be heard and listened to, and their concerns acted upon. 5/n

Recognise effort, reward dedication, invest in careers, show support and presence, nurture relationships and culture. 7/end

Remember: Whoever you are, whatever you’re going through, you can talk to us. #SamaritansAwarenessDay 🔁 Retweet this and help us let more people know we’re here 24/7 on 116 123.

Thank you for the pictures H from Steps and Owain Wyn Evans - It was great to bump into you both 🤩😄

@eylanezekiel Ed Finch Thank you @eylanezekiel Hamilton Brookes Together we can create a more compassionate, collaborative & innovative education system that prioritises the well-being of students, teachers & the wider school community #CompassionEdRevolution ✊👊✊👊✊ hamilton-trust.org.uk/primary-future…

🏫 How can we adapt our pedagogy practice to create a more neurodiverse and inclusive teaching population? 🎧 Tune in as Dr Jon Reid Ⓥ and Ed Finch talk about social and emotional needs in schools on #PrimaryFutures #CompassionaEdRevolution Oxford Brookes Children & Young People Network Oxford Brookes Research & Knowledge Exchange

In accordance with inclusive educational policy, over 70% of autistic children in the English state Ed system attend mainstream schools. But, research, govt statistics & personal testimony show that many have difficult school experiences and impoverished educational outcomes (3)

Given the importance of the school years in terms of learning, development & wellbeing, the impact of these challenges extends far beyond childhood & adolescence to across the lifespan so a focus on this topic is urgent and overdue (4)

Historically, efforts to improve outcomes for autistic pupils have focused on 'helping' them to adapt (i.e. conform) to school environments rather than thinking carefully about how school culture & educator attitudes might be contributing to the challenges autistic pupils face(5)

Using evidence from my own research and the broader education literature, I argue that there is an urgent need for educators to engage in uncomfortable but necessary conversations which focus on the stigma and prejudice that exists around autistic pupils in our school system (6)

As an ex-Samaritan, I’d like to add that if you’re put off by the idea of talking or find talking difficult, you can still call the Samaritans. Most of the calls I had were silent, but that didn’t mean we didn’t connect. Just being with someone - even in silence - can help.

#CompassionEdRevolution ✊️👊✊️👊✊️

Highly recommend listening to this. I’ve had a brief listen and a quick glance at the webpage and absolutely love it. So much to consider shared in an engaging way. Will be saving this to hopefully listen to another time 👏😊

The problem isn't being the parent of a disabled child.  The child isn't the problem. The disability isn't the problem. The problem is a system that makes it impossible for parents to get their kids the support & resources they need. hollandbloorview.ca/stories-news-e…

Lovely afternoon catching up with Rob and Lizzie from uni. Lunch, exploring the covered market, more Ox Trail spotting and a climb up Saxon Tower with some good views before a drink at The Plough Inn 😎 thank you for a great afternoon 😊

BREAKING | Some big #Ofsted news to start the new school year, as the DfE announces that single-word ‘headline’ inspection grades have been scrapped with immediate effect. Find all the key details here ⬇️ (free to read) tes.com/magazine/news/…

This week I taught two sessions on disability & inclusive education: one for the 1st year BA module 'Sociology of Education' & one for the 2nd year BA module 'Critical Issues in Teaching'. I started both sessions explaining my pedagogy: why I use a microphone, why I provide (1/6)

The small things are the BIG human things. Relationships, kindness, empathy, connection. Those humans carve out and hold space for us. They see us for who we are. They validate our being and heal us. Thank you to every one of those humans for walking with us. #FlipTheNarrative 💜