Support social and emotional learning
Support social and emotional learning to help students to develop self-regulation, interpersonal and social skills.
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Understand interoception, co-regulation and self-regulation
Understand interoception, co-regulation and self-regulation
Self-regulation is the ability to moderate or control emotions and actions in order to function effectively and get along with others.
Damage to the brain during pregnancy can affect self-regulation abilities. Support ākonga by developing interoception and providing co-regulation as students learn.
Interoception
Interoception is thought to be a prerequisite for self-regulation. Interoception is recognising and understanding the internal physical states of the body, for example, being aware of the physical signs that you are thirsty, cold or becoming angry or upset. It is a first step in managing emotions.
Co-regulation
Co-regulation is the ability to regulate emotions and manage stressful situations with the support and direction of others. Support may come from a range of people such as teachers, whānau, peers or specialists.
Self-regulation
Self-regulation is the ability to moderate or control emotions and actions independently. In the classroom, self-regulation supports students to engage in learning activities, participate in social interactions and get along with others.
Source: Student Wellbeing Hub, Education Services Australia (opens in a new tab/window)
Develop interoception
Develop interoception
Interoception activities focus on developing body awareness as a foundation for self-regulation.
The Australian Student Wellbeing Hub has a booklet with 39 interoception activities. Use your knowledge of, or access to, te ao Māori to adapt or expand the activities to Aotearoa contexts.
Support social and emotional development
Support social and emotional development
Provide targeted learning and a range of supports to develop students' social and emotional skills.
Begin with co-regulation, helping students recognise emotions and manage stressful situations. Reduce support as ākonga develop skills.
- Use modelling and coaching to help students recognise how they feel or how someone else might be feeling.
- Use whole class visual and verbal prompts to support awareness.
- Teach and practise conflict-resolution and cooperative skills.
- Develop problem solving skills by analysing events.
- Take a tuakana-teina approach, to build self-confidence, a sense of belonging, and enhance academic skills.
- Teach reflective listening.
Teach respect for people and property
Teach respect for people and property
Teach ākonga about concepts such as personal space, touching, consent and ownership.
Respecting people
- Be very specific, using visual and kinesthetic cues.
- Practise in real-life settings.
- Explain and role-play appropriate touching.
- Define personal space using visual and physical tools, such as tape or seating mats.
- Explain and demonstrate boundaries for special spaces and equipment.
Respecting other people’s property
- Teach the concept of ownership by marking each student’s possessions with their name or a symbol that stands for that person alone.
- Teach and practise how to ask to borrow something.
- Reinforce the concept of ownership through school rules.
- Use school-wide systems so that ākonga with FASD do not have to generalise in order to comply.
Useful resources
Useful resources
Social and emotional learning – Resource collections
Resources to support social and emotional learning. Includes Ata and Oho cards and activities.
Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga
He Māpuna te Tamaiti
Resources to help teachers support social and emotional competence in early learning.
Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga
Sparklers
Bank of resources for students and teachers to help grow ākonga wellbeing and emotional literacy. Can be filtered by topic, competency, activity type and te whare tapa whā.
Publisher: Sparklers
Kei Whea A Mauri Tau
Resource for parents and teachers to read to tamariki aged 6 to 8 years to help them learn about connecting with themselves, others and the environment and how to respond to their emotions.
Publisher: He Paiaka Tōtara
Interoception and self-regulation
39 activities to develop interoception and self-regulation.
Publisher: Education Services Australia
A 5 is Against the Law
Workbook, developed in the USA, for teens and young adults who have difficulty with social boundaries.
Publisher: Autism Awareness Centre
Price: One off charge US$27.95
Next steps
More suggestions for implementing the strategy “Key areas to support”:
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Current page Support social and emotional learning
Return to the guide “Fetal alcohol spectrum disorder and learning”
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
- Understanding FASD
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Teach students about alcohol harm during pregnancyShow suggestions for Teach students about alcohol harm during pregnancy
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
- Respond to FASD impacts on the brain
- Reduce overload and sensory challenges
- Support skill and concept development
- Support social and emotional learning
- Support wellbeing and minimise distress
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
Social stories and scripts
Social stories and scripts
Create multiple opportunities for students to practise how to communicate and manage themselves in social situations.
Repetition helps embed skills and builds confidence and understanding.
Source: POPFASD (Canada) (opens in a new tab/window)
No captions or transcript
https://www.youtube.com/channel/UCWRoE1YnO371Fc_hWx6Pnhg