The run-up to the festive period in schools is an emotional rollercoaster for everyone. For dysregulated pupils, though, it is an assault course of changed routine and sensory overload.
School staff are very skilled at helping pupils navigate the highs and lows, but I do wonder if we overdo it. There is a balance to be struck between core skills and essential life skills - such as collaborating, creativity and adapting to new situations.
However, the latter are amplified at this time of the year, sometimes tipping the balance in a way that, during the elongated run-up to Christmas, does seem unfair at times.
Cumulative effect of change in run-up to Christmas
In our school, we are fully committed to both addressing poverty and sustainability. One initiative to ensure less waste has been a Christmas jumper swap, and pupils can wear them for the whole month of December.
It seemed like a great idea at the time, but a combination of factors has made me question the cumulative effect. On a small scale, the feeling of a Christmas jumper is very different. But consider all the other changes in December, too, including to timetables and routines that have been in place since the start of term.
Groups change in December as activities open up across year groups. Learning environments change: often, halls, central areas and classrooms are overloaded with Christmas colours in a way that defies all guidance on calming settings for effective learning. Meanwhile, the world outside school is an assault of sparkling, colourful lights.
In December, the world looks, smells and feels different, and we have to equip our pupils with the skills to successfully navigate the potential overload.
Here are my three top tips for managing regulation at Christmas:
1. Communication around changes
Like all change in schools, make sure dysregulation is well planned for. It is important to walk through upcoming changes to routines. A print-and-stick overview of upcoming events to be put on fridges - from Christmas lunches to when Christmas jumpers can be worn - is really helpful for everyone.
Meanwhile, recognise and acknowledge feelings - reassure pupils that it’s OK to feel unsettled sometimes.
2. Provide alternative spaces - and space for alternative views
In the tsunami of sensory overload - all those Christmas lights and sounds - make sure there is a calm space for all (staff included, possibly). Have alternative activities for pupils who might not be ready to go to Christmas events.
The training you do with all pupils in breathing or grounding exercises will be important to re-emphasise before, during and after any periods of dysregulation. Recognise, too, that there are varied views on Christmas and accommodate these; we welcome and encourage debate.
3. Keep routines in place
Keep as many routines in place as possible - these are the rocks we all cling to in times of turbulence, especially at the start and end of the day, as well as around breaks and lunchtimes. Visual timetables are brilliant for letting everyone know what is next.
Things like bells and daily timetable structure should be kept as normal as possible - providing structured and limited choice in potentially turbulent times will empower dysregulated pupils.
Grant Gillies is headteacher at South Morningside Primary School in Edinburgh and a member of the national executive of the primary school leaders’ body the AHDS
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