I am going to continue to spend time (not wasted as management have told me in the past!) building that safe space for pupils. I am going to be curious ... with conviction!

Important message that by giving time to make pupils feel safe and welcomed to the class will not only support pupil learning at the time but also have a long term impact.

As a composite class teacher at first level, I loved the teddy bear example - I will definitely argue for that in our setting.

This has reminded me that each child and young person needs to receive the message from me that "You are welcome here, you have a place here, you are valued".

Thought provoking. I thought I understood the science of connection but I now realise I hadn't fully appreciated the value of strong relationships - particularly for adolescents

I will take this forward by giving pupils a choice of how they wish to be welcomed to class and make this part of my daily routine.

Thinking about looking at the adult and their response rather than the behavior, seeing the behaviour as stress or unable to cope

Simple, achievable approaches that doesn't require lots of external funding or approval.

I work in a learning centre in a prison and this really helped me to understand the experiences they may have had in school, which may have led to their reluctance to engage now.

The example of Portobello High School will stick with me. I am going to greet students more intentionally now.

Would like more references to the science behind the biological states Suzanne speaks about. Some academic references please?

Lots things to consider and maybe research to understand further implications.

I am reassured that the time I spend building positive relationships is now backed up by science. Thought provoking - schools are sometimes not the safe place.

I like the fact that we're looking at the 'why' as opposed to responding to the behaviour being displayed. Being encouraged to be 'curious' rather than following the rules.

I wondered about the usefulness of 'why?' because children find 'why?' difficult and respond better to 'what happened?' rather than 'why did you do that?' Often we never get to know

I love the important message that little changes overtime have a biological impact and that we need to be curious about their needs in order to best support.

It is reassuring to know that taking the time to respond to the feelings and needs of pupils is important - that it is ok to pause the lesson to address these.

'An obligation to be curious'. That comment will stick with me.

Really valuable and the 'why' may just be the reset that is needed in education today as the culture and attitude to learning has changed post covid.

Be curious - you don't have to know.
Consider how to add more to practice and curriculum development

Small actions can have big consequences.

Some teachers saying they didn't have time to shake everyone's hand but given the positive physical impact that can have around how the individual is feeling why would it not be time well spent.

Be more curious!

I felt that the most thought provoking insight was when she spoke about biology, and how making a young person feel safe can change their biology. This wasn't something I had truly considered before.
I found it reassuring when Suzanne spoke about looking beyond the external behaviour, and being curious about how the child is feeling. This is something I know, but I felt this has given me a chance to think about my own practice, and whether I do always look beyond the behaviour.