Emotional Health


Building an evidence-based inclusive classroom that really works
About this course

  • How do we seamlessly merge SEN inclusion with effective teaching and behaviour management?
  • How do you build a caring, respectful learning environment for everyone?
  • How do you utilise peers to empower and support SEN learners?

Learning disabilities and emotional/behavioural problems cannot be effectively dealt with in isolation. With resources in reverse proportion to the growing number of challenging learners, marshalling peer-to-peer support is the most cost-effective option for schools who see self-confidence, resilience, responsibility and social skills as foundational to high attainment for all learners. This course uses practical Cooperative Learning to drive outstanding teaching through peer-to-peer support - with full individual accountability, equal participation and positive interdependence.

Course Outcomes:
  • Discern the crucial connection between direct instruction and Cooperative Learning – especially for SEN
  • Learn to micromanage and run peer interaction to achieve your target objectives for all learners
  • Build up relevant skills sets to cope with their specific personal, emotional, behavioural or mental health issues in context
  • Foster a caring and inclusive classroom where each learner has both rights and responsibilities, preparing everyone for a successful life in modern Britain.
Course Outline:
Session 1: Foundations & activities

What is Cooperative Learning & why it works (Hint: It’s not ‘group work’)

The role of direct instruction in the cooperative classroom

Staging and micromanaging peer interaction to drive any learning objective

Understanding the power of simplicity and routines – applying your school’s behaviour policy

Session 2: Classroom cohesion

Social skills, the learning process & developing a team in your classroom

Developing each individual’s emotional, social and communicative resources

Individual engagement – how to collaborate with diverse personalities

Handling subject-specific disagreements among learners

Session 3: SEN in the inclusive classroom

Two case studies of SEN pupils in Cooperative Learning classrooms (ASD and selective mute)

Students appreciate different abilities as a fact of life to be handled intelligently

Learners with SEN take ownership of their issues in learning/social context

Your classroom team take ownership of inclusion

Wendy Imperato


029 2071 1787
Mary Chapman


+44 (0)29 2071 1787