Why is that separation model failing? And how do we change the lens? The idea being

that because we can't cope with them within our main offer, our solution all too often is either an additional burden or expectation on a teacher to adapt further, or let's move them out of the original classroom and deal with them somewhere else.

So whether it's in an inclusion room or whether it's with a behaviour mentor, whether it's with somebody from SCN spending time with it, all of this is additional and separate and so on and so forth.

And what we can overlook is that whatever your story, whatever your context, whatever your need, We are all made up of common drivers in terms of our engagement and our motivation.

As such, regardless of, but not dismissive of, whatever diagnosis and label or indeed adverse childhood experience or contextual challenges our children face, if they all have those needs in the same way that you and I also have those needs and drivers, perhaps we need to change our lens and look at those drivers for all of our children in the first instance.

Because if we were to fully understand what is motivating a child's engagement, we might also better understand what's affecting their relatedness and their belonging and their trust and their security, their perception of threat and various other sources of the greatest dangers from safeguarding point of view anyway.

So we know that we live in a world where our children need to be educated about the dangers they're surrounded by.

Apart from that one moment, they