What is ELSA?
There will always be children and young people in schools facing life challenges that detract from their ability to engage with learning. Some will require greater support to increase their emotional literacy than others. ELSA (Emotional Literacy Support Assistant) intervention is an initiative developed and supported by Educational Psychologists. It recognises that children learn better and are happier in school if their emotional needs are also addressed.
We are lucky enough to have Mrs Whitbread as our qualified Emotional Literacy Support Assistant at Wimborne First School. She has been trained by Educational Psychologists to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun; we use a range of activities such as games, role-play with puppets, or arts and craft. ELSA sessions will take place in our very own 'ELSA space' which provides a calm, safe space for the child to feel supported and nurtured.
In ELSA, we aim to provide support for a wide range of emotional needs:
- Recognising emotions
- Social skills
- Friendship skills
- Anger management
How does ELSA work?
Children are usually referred for ELSA support by their class teacher, Senior Leaders or, on occasion, the SENCo. Every half term we meet with Mrs Harmer - Inclusion Leader, to discuss the referral forms and to identify and prioritise which children require a weekly programme for the next 6-8 weeks. With the programme aims in mind we then plan support sessions to facilitate the pupil in developing new skills and coping strategies that allow them to manage social and emotional demands more effectively.
Supporting - not fixing
Remember, ELSAs are not there to fix children's problems. What we can do is provide emotional support. We aim to establish a warm, respectful relationship with a pupil and to provide a reflective space where they are able to share honestly their thoughts and feelings.
It needs to be appreciated that change cannot necessarily be achieved rapidly and is dependent upon the context and complexity of the presenting issues. For children with complex or long-term needs it is unrealistic to expect ELSA intervention to resolve all their difficulties; however, support will be designed to target specific aspects of a child's need. Training and development of ELSAs is an ongoing process and wisdom is required to recognise when issues are beyond the level of expertise that could reasonably be expected of an ELSA. The Educational Psychologist that works with our school would be able to offer advice on suitability or nature of ELSA involvement in complex cases.