Toolkit

For children who experience sensitive, responsive caregiving, shame   is a feeling that is experienced at a young age. These feelings might be triggered when the child is told off and through this, they help teach children about behaviours that are deemed acceptable and unacceptable. As children get older, through the support of their caregiver, their understanding develops and feelings of shame evolve into feelings of guilt . In contrast to shame, guilt can be motivating to

Inclusion isn’t just a buzzword—it’s a commitment. Increasingly a commitment that schools are going to be held accountable for delivering. For pupils with special educational needs and/or disabilities (SEND) , being part of a mainstream school can open doors to friendships, opportunities, and a sense of belonging. But let’s be real: inclusion doesn’t happen by accident. It takes planning, collaboration, and the right tools. That’s exactly why the University of Southampton dev

Imagine being eight years old and trying to make sense of why some classmates learn differently, communicate differently, or react differently to noise and change. For many children, these differences can feel confusing—and sometimes lead to misunderstanding or exclusion. That’s where the LEANS programme  comes in. What Is LEANS? LEANS stands for Learning About Neurodiversity at School , a free, teacher-led programme designed for mainstream primary schools. It introduces pupi

Let’s be honest—school can be tough for anyone, but for autistic pupils, it often comes with extra challenges. Anxiety, depression, bullying, and even obsessive-compulsive disorder (OCD) are common struggles, and too many young people feel they have to face them alone. That’s where Ambitious about Autism’s Autistic and OK toolkit  steps in—and it look like SENDCos and Resource Provision leads will find it invaluable. What Is Autistic and OK? Autistic and OK is more than just

Creating genuinely inclusive schools is no longer an optional aspiration; it is a core educational responsibility and one endorsed by the UK government. Yet, many teachers and leaders know from experience that inclusion often falters not because of lack of goodwill, but because the practical steps required to make it succeed are not always clear. However, inclusive practice can flourish when certain conditions are in place. Schools that achieve strong outcomes for pupils with

Creating a Class Agreement is a powerful way to developing a sense of class purpose. When students are asked to be active agents in creating the sort of classroom they can learn best in, we invite them into a sense of belonging as well as responsibility. However, this invitation needs careful framing to help bring out from pupils the sort of thinking that will bring them together to focus on learning. A sample class agreement ‘Agreements’ are more effective than ‘rules’ When

The key to building strong teacher-to-student and student-to-student relationships with a new class is by establishing a positive classroom culture. Psychological research in education often highlights the best approach is to set-up a framework or “class community agreement” with students in the first weeks of term. This means that that class as a whole should strive to: Establish shared goals the group finds meaningful. Build psychological safety by agreeing on how to treat