The impact of video interaction guidance on the wellbeing of practitioners working with children and young people who have severe learning difficulties

Penelope Cartwright, Special educational needs teacher and Psychology student, Birmingham City University, UK Children and young people communicate best with practitioners who have positive wellbeing (Harding et al., 2019). This is even more important for practitioners working with children and young people with severe learning difficulties (SLD) because these relationships are built on the subtleties of communication (Kossyvaki, 2018). Therefore, it is important that education providers have access to interventions that support staff wellbeing as well as promoting communication for children and young people with SLD. Guidance around practitioner wellbeing is generalised for all education providers and includes Ofsted (2019) recommending a positive and collegial working environment in which staff feel supported, valued and heard. Projects such as ‘Mentally Healthy Schools’ (2020) suggest that a co-produced staff wellbeing policy can be an effective tool. Specific guidance for S