Reply To: Practical examples of successful in-class support for SEMH/ADHD pupils

[Vuyo]

I don’t think anywhere has fully cracked this. We believe vey much in movement breaks during which OT activities take place, guided by the TA. This can mean that the student arrives with the TA a little after the rest, having had a walk & talk to prepare, then leaves the room with the TA after around 20 mins to do something which involves pressure – can be wall pussh-ups or carrying books etc. along with more walk & talk to prepare for the return. They return fr the remainder of the lesson but leave 5 mins before the end to avoid dysregulation.
It can help in the cases we have but everywhere is different, as is every child.