Wraparound: Emotional wellbeing

When you provide wraparound care for school-aged children it is important to recognise that, just like early years children, school–aged children will arrive at your setting in all kinds of emotional states, whether that is first thing in the morning or after school. Supporting their emotional wellbeing is crucial for them.

Before school care

Imagine the morning rush – maybe you didn’t sleep well and haven’t had breakfast yet, maybe you’re worried about what the day will bring at school or friendships with other children, and your homework that is due in – bundled out of the door and you arrive at before school care. There are other children there, all bringing with them their own emotional states and moods, some are younger and full of energy! We could liken it to a busy morning commute, the hustle and bustle of crowds starting their day, with the pressure of work and juggling commitments and relationships – then expected to start the day bright and energetic!

Children can feel those same stresses and pressures, so it’s important that the environment of the setting is welcoming, warm and understanding. Remember, depending on the family’s routine, they might not have been awake long.

As with all childcare, knowing the child and having a good partnership with parents/carers is vital. There are some practical strategies we can deploy to give children the best start to their day.

Drop off:

Although often busy and pressured, the drop off is a key time to engage with parents and get an insight into the child’s emotional state. Try and use this time, not only to ask the child how they are feeling, although be prepared they might not be in a state to respond, but also to ask the parent/carer about the night before, whether the child has had good or disrupted sleep, and about the morning so far – have they had breakfast or shared anything about how they are feeling.

The environment:

If children come to your setting and are already feeling rushed, having a calming environment that can support them to regulate is key. An inviting place they can sit and relax, read or just be for a period of time can make all the difference in them being ready for the school day.

Food:

There is good reason why breakfast is sometimes labelled the most important meal of the day. A healthy, nutritious breakfast supports brain function, provides energy, supports growth and really importantly it can support mood and behaviour, and evidence shows it can contribute to improved readiness to learn, increased concentration, and improved wellbeing and behaviour.

Play:

The first Playwork principle states that “All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well-being of individuals and communities.” Think about the play opportunities you offer to school-aged children, even though they might not be at your setting for long in the morning. Having an activity or toys accessible based on their interests not only offers them the chance to get some play in before the school day starts, but it also fosters a sense of being known and understood by a caregiver and this in turn fosters a sense of positive wellbeing.

Routine:

Familiarity and structure can support children’s wellbeing too, so a child knowing what to expect and when would be encouraged. Breakfast, time for play and/or rest and the school run routines can give a sense of structure to the start of the day, this can be particularly significant for children with SEND/ALN.

After school care

A full day of school can be tiring for children and for some children can be overwhelming and stressful. These children might need time and space to decompress. In contrast other children might finish the school day with excess energy, for these children freedom to move their bodies is helpful. The key as always, is to know the children in your care so you can provide what they individually need. Here are some suggestions.

Time and space:

I’m sure we can all relate to the feeling of needing some time and space between transitions during the day. The same can be said for children; they might just need some time and space to just be, without expectation and output. Creating a cozy space for this in your setting, with soft furnishings, soft lighting or a dark space, and minimal distractions can help a child decompress and regulate their emotional state.

Calm and peaceful:

Not perhaps what you might consider the after-school period to be, but adopting a calm, slower pace to routines and after school activity can benefit children.

Creativity:

For some children having a creative outlet can support their emotional wellbeing. For example, arts like drawing and painting can help children process emotions non-verbally – especially if they are offered the freedom to express themselves without an adult agenda of ‘creating something’. For other children music and movement like dancing and singing can lift their moods and release tension.

Letting off steam: After a day sitting down at school, children often want to let off some steam. If you don’t have space for children to run around at your setting, think about building in some time after school to let them do just that at the local park, nature area, or with permission from the school, the school playground.

Emotional literacy:

To be emotionally literate is to be able to regulate emotions in a way that ensures you can effectively handle both the situations you might face, or any change or disruption in your life. It involves having self-awareness and being able to recognise and understand the feelings of others. Learning about feelings can be greatly helpful to overall learning, development, and socialisation, contributing to the development of important life skills. Teaching children about feelings means recognising and accepting all feelings as valid and important; no emotion should be ignored. Adults who model how they acknowledge and respond to their own emotions can support children of all ages to develop in this area.

Mindfulness and self-care:

Introducing some simple mindfulness, breathing and self-care activities for after school children can help them feel better and regulate. The Anna Freud centre have a resource that was co-written by experts and young people, who shared ideas on self-care strategies that work for them. Download the My self-care plan from Anna Freud.

Homework:

Some children will need some space to do homework, read and complete other formal educational tasks. You should work in partnership with their parents about how this can be managed in your setting and what support you can offer.

Food:

Much like at breakfast, food is an important part of the after-school period. Many children will come out of school hungry, and this basic need is fundamental to satisfy, often before anything else. Think about taking healthy snacks with you on the school run for children to eat on the way home, or how you can prepare snack in advance, so they are ready for children when they arrive at your setting. You should work with parents to establish the routines and needs of the children and their families and what provision of food you offer – whether that is snacks and/or a meal it must be balanced and nutritious.

Other important considerations for wraparound care

There is lots of consider when supporting the emotional wellbeing needs of children in wraparound care provision.

Some neurodiverse children can spend their school day ‘masking’ – this is where they suppress or mimic behaviours to appear more “neurotypical”. This may be to try to fit in, avoid negative reactions, or meet the expectations of those around them. Long-term masking can be exhausting and harmful to an individual’s mental health. Understanding masking can help you recognise when the child is struggling and create an environment where they feel safe to be themselves. There is more information about strategies to help you understand and support children or mask here Understanding Masking | Kids Charity

For some children their days are long with several transitions between home, wraparound care provision and school and back again. This can be physically and mentally draining for them, and they may need extra support while routines are established or indeed ongoing support to transition between home, school and wraparound provision.

Having a good relationship with the school and parents where communication is open is key to understanding and supporting the child’s needs. As a wraparound provider, you can often be the bridge between school and home communication, make sure you establish clear lines of communication and responsibility.