Calm to connect: Using emotion regulation strategies to improve engagement and focus during practical lessons

BETHANY HOWES, SUBJECT DEVELOPMENT LEAD (SCIENCE), TEACH FIRST, UK  GEORGIA McMULLEN, ECT, TEACH FIRST TRAINING PROGRAMME; TEACHER OF SCIENCE, KENTON SCHOOL, UK Context and rationale This case study was conducted with a Year 7 SEND (special educational needs and disabilities) science class of 14 students in a secondary school in Newcastle upon Tyne. Across the class, various additional learning needs affected attention, processing, transitions, sensory regulation and anxiety, creating particular challenges during practical science work. Before the intervention, practical activities were sometimes avoided because of concerns about behaviour, safety and engagement. This limited students’ access to an important part of the science curriculum and reduced opportunities to develop practical skills, apply scientific ideas and build confidence through investigation. Practical lessons place high cognitive and emotional demands on students through noise, movement, unfamiliar equipm