Help and support for anyone who wants to affect positive and permanent behavioural change for the better.

The fundamental objective of Aluna Behaviour Consultancy is to affect behavioural change for happier and more fulfilling lives.

My work is with children, families, adults and professionals giving practical support and insight, delivering specialist training, workshops and coaching opportunities. As a Behaviour Strategist with 30 years’ teaching and education experience, I have a range of skills, comprehensive knowledge and expertise to provide specialist support in promoting positive and inclusive behaviour. Effective intervention at the earliest stage possible is key to breaking the cycle of behaviour dysregulation.

Identifying, understanding and addressing issues for children, young people and adults provides effectual strategies for reducing the impact of undesired behaviours. Skills can be developed to recognise triggers and regulate emotions effectively. Individualised programmes for those demonstrating behavioural issues and for enhancing emotional intelligence, wellbeing and mental health have been developed. This approach has had a positive impact on addressing persistent disruptive behaviour and has been successful in changing the outcome for young people at risk of exclusion.

Behavioural traits associated with Autism and ADHD can be explored to identify sensory differences and the unique needs of each young person. My areas of specialism include provision for neurodivergent young people effectively with positive strategies for self-regulation. This includes working closely with staff members, pupils, parents and adults in school as well as at home to shift the focus of problematic behaviours and celebrate the positive qualities. Fostering wholly inclusive and anti-racist practice in all sectors of the education system is very much at the heart of Aluna Behaviour Consultancy.

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Understanding the Origins of Behaviours

There is motivation in every behaviour, conscious or not. We are born with two innate reflexes: instinctive reactions to falling and loud noises. As we mature these reflexes become naturally occurring behaviours. We learn how these occurrences look, how they make us feel and what we can do to avoid them wherever possible.

The same can’t be said for a fear of the dark, heights or spiders. So how have these behaviours come about? Why are they experienced by so many people? Why do some people have such extreme reactions to these events or even just the concept of them? How might these learned behaviours develop into debilitating phobias?

Knowing where issues with our behaviour start is the key to addressing, modifying and endeavouring to make positive steps to eliminating negative behaviours. Where physiological, psychological, neurological or emotional factors are present, understanding the triggers is of great value in accepting and affecting permanent change.

Many households experienced stress due to Covid-19 and the lockdown periods. Sadly this has led to increased conflict, aggression and physical harm. Domestic abuse can be inflicted by any family member and, increasingly, there are school-age children needing support who have been violent to their siblings and in some cases their parents. There are extensive levels of traumatic stress caused and exacerbated by the pandemic which it will be necessary to address ... and sooner rather than later.

Begin Your Journey

Arrange a Consultation Meeting

Please explore the website to find out more about what I can do to help. For a free 30-minute mini-consultation to discuss your needs, book an appointment below.

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Zelpher Ferguson, B.Ed. Honours BEHAVIOUR STRATEGIST • 30+ YEARS’ EXPERIENCE

Ethos, Background & Expertise

About Aluna Behaviour Consultancy

A warm welcome to you. Thank you for taking the time to learn more about Aluna Behaviour Consultancy and the work that I do.

What Does "Aluna" Mean?

Aluna is a Kenyan word, meaning 'approach' as in 'welcome' or 'come to me'. The name represents important concepts in effecting lasting changes in behaviour to contribute to the happy and healthy lives of children, young people and adults. Among all of the positive outcomes, I strive for my work to enable those needing support to experience:

A — Advocacy
L — Liberty
U — Understanding
N — Nurturing
A — Aspiration

My Professional Experience

My work in education has spanned 30+ years in the state sector, the independent sector and in business. This has been predominately teaching in primary schools in a number of local authorities around the country, but also in secondary schools, further education settings and delivering training and support to adult learners.

I have worked as an Advisory Teacher for Elective Home Education in two neighbouring local authorities in the West Midlands for nine years where I gained a valuable insight into the numerous ways in which children learn. I found that there are as many ways to home educate as there are children. I met parents who discovered creative and innovative ways of educating their children; it has been one of the most enlightening roles in my career.

During eight years as a Specialist Advisory Teacher for the Behaviour Support Service in two local authorities in the Black Country I provided schools with support for all aspects of positive behaviour management. In addition to whole school support, general classroom management, parental engagement and enhancing pupils’ behaviour for learning, I developed interventions for individual pupils demonstrating behavioural issues.

Specialist Training & Expertise

I have undertaken specialist training in:

• Attachment

• Child Advocacy

• Child Criminal Exploitation

• Child Protection

• Child Sexual Exploitation

• Disguised Compliance

• Domestic Abuse and Children

• Dyslexia

• Forensic Psychology

• Leadership and Management

• Nurture

• Offender Profiling

• Parent Mental Illness

• Restorative Practice in Schools

• Safeguarding

• Support for Bereaved Children

• Supporting Parents with Learning Difficulties

Areas of Expertise

• ADHD

• Anti-Racist Practice in Education

• Autism Spectrum Condition

• Building Resilience

• Children’s Mental Health

• Coaching Skills for Children

• De-Escalating Behaviour

• Diversity and Equity

• Dramatherapy and Visualisation

• Emotional Well-being

• Inclusive Practice

• Leading Behaviour for Learning

• Managing Risky Behaviours

• Professional Coaching for Adults

• Special Educational Needs and Disabilities

• Transactional Analysis

• Trauma Informed Practice

Why Choose Aluna Behaviour Consultancy?

My work in the area of behaviour support has had a positive impact on managing persistent disruptive behaviour in schools, whole-school behaviour management approaches and intensive interventions for pupils; particularly children with Autism Spectrum Condition and those at risk of exclusion. As a consultant I have a range of skills, comprehensive knowledge and expertise to provide specialist and bespoke support for schools, families, professionals and adults in promoting positive and inclusive behaviour.

Donations & Family Support Fund

Autism and ADHD Subsidised Support

Whilst the majority of my work is via mainstream schools in the UK, funded from the schools' budget, some of my work is directly with families, particularly where children display behaviours typical of Autism Spectrum Condition. From my experience in Behaviour Support and in Elective Home Education I have met many children who have sadly been defined by their special needs alone. Educators in school have often said they would just like the child to "do what everyone else is doing" which is unhelpful when working with children who have Autism, ADHD or AuDHD.

I'm working with:

Children who are neurodivergent to regulate their emotions and reactions to change, over-stimulation and other triggers
Parents to be well-informed and have professionals and other parents to talk with
School staff and other professionals to help understand the traits associated with neurodiversity, but also the idiosyncrasies of each individual child.

Professional support for families with a child who has additional needs can be costly and a long drawn out process. Therefore, I'm offering practical, hands-on support to parents at a reduced cost. In order for these families to receive the help needed there is the opportunity to have subsidised support provided. Therefore, I have established a dedicated page for donations to a family fund for children with ASC.

Autism Awareness

A diagnosis of autism can leave a family with more questions than answers. Many parents suddenly find themselves facing a scary and uncertain future. Autism awareness training sessions on how autism can affect people’s lives are available from specialist services. Parents are signposted to information for families through the tough times and support that offers a helping hand along the way.

Children's Mental Health

Children need appropriate access to support for their emotional well-being and mental ill-health. Children and young people with mental health problems, their families and carers want timely access to evidence-based, high quality care in the right setting. Signposting to services and charities is provided.

The Emotional Impact of Covid-19

Children’s experiences of the pandemic and their socio-emotional wellbeing, language, and numeracy skills have been a subject of recent research. Results identified that the schools surveyed declared at the start of the school year that they were concerned about pupils' personal, social and emotional development, as well as their communication and language skills. The Covid-19 pandemic has impacted most people in some way and parents have requested emotional support for the whole family. This is also offered subsidised where possible.

Children's Education in Ghana

The Ghanaian education system is divided into three parts: basic education, secondary education and tertiary education. The academic year usually goes from August to May and lasts 40 weeks in primary and senior high school, and 45 weeks in junior high school. Lessons are taught primarily in English.

This provision can only be accessed by children in cities and major towns in Ghana. I visited the villages of Mpraeso in the south and Larabanga in the north; approximately 375 miles apart. In neither of these villages was formal education provided, the school was very basic and there is often no teacher if volunteers from other parts of the world don't visit.

While volunteering in Ghana in 2019 I met a 13 year-old boy called Nurudeen who said: "Madam, I would like my education to be better. There are too many children and nothing to learn with. In the rainy season the village floods and the teacher can't come. So I just wait." I made a personal vow that at the very least I would try to help Nurudeen to achieve what he wants most in his young life.

On 28th March 2022 Nurudeen finally went to school. Modern Preparatory School in Savannah Region is four hours drive from his home and he will be a boarder. I pay his school fees and expenses of approximately £1500 per year. I’ll be returning to Ghana to visit Nurudeen and see how his education is going and I hope to set up more scholarships for children just like him.

Volunteering & Global Philanthropy

Equally as important is my voluntary work, which has extended for 40 years with a number of charities and organisations both in the UK and overseas. This includes delivering training in emotional support for inmates in a Category B prison in the south of England, several weeks on an Elephant Conservation Project in Sri Lanka and four years as a volunteer mentor to a young person with special needs leaving the care system into semi-independent living ..... to name but a few.

Tailored Consultancy Services

Offer of Support

Offer of Support to Schools and Educational Settings

Would you like a free, 30-minute mini consultation for staff in your school about managing challenging behaviour?
Would your school benefit from a whole-school behaviour management approach?
Would your staff benefit from behaviour management coaching?
Would your school like bespoke assemblies and PSHE lessons delivered about citizenship, anti-bullying and a range of personal, social and emotional issues?
Would the parents of your pupils benefit from workshops to help with managing their children’s behaviour?
Would your Year 2 and Year 6 pupils benefit from transition support into Key Stage Two and Key Stage Three?

Offer of Support to Parents

Does your child have behavioural difficulties that you and their school would benefit from help with?
Would you benefit from parents workshops at your child’s school to help with managing your child’s behaviour at home?

Offer of Support to Children’s Groups

Would you like to facilitate a free information-sharing coffee morning or afternoon about behaviour for the parents of the children in your group?

Offer of Support to Adults

Have adverse childhood experiences (ACEs) affected your life as an adult?
Do aspects of your behaviour make you feel uncomfortable in social situations?
Would you like to improve personal or work-based relationships that affect your behaviour?

Offer of Support to Professionals

Would you and your service benefit from specialist training about behaviour?
Would you like to be able to signpost parents to workshops and training that will help with implementing strategies that work?

Contact me to discuss how we can work in partnership

Professional Development & Courses (2026–2027)

Training & Workshops

Training and workshops can be requested by quoting the corresponding number.

1. Addressing High Risk Behaviour

This training is relevant for any school or group of schools who experience high risk behaviour. It outlines the purpose for a consistent and comprehensive process to addressing high risk behaviour throughout schools and across clusters of schools to avoid conflicting messages being given to children about the expectations of their behaviour. It provides useful strategies for teaching children about behaviour that can be applied alongside all of their learning. It aims:

To promote effective behavioural approaches to address high risk behaviour
To increase understanding of the motivation behind Tier 3 behaviour
To recognise the need for the teaching and learning of desired behaviour
To develop a toolkit to enable a consistent approach to addressing high risk behaviour
To develop skills and encourage the use self-regulation wherever possible

2. ADHD Traits & Behaviour: Identifying Sensory Needs & Supporting Self-Regulation

Children with ADHD may display inattentiveness where they will have difficulty concentrating and focusing or hyperactivity and impulsiveness. Some children will experience both. The ability to recognise and help children to manage their sensory sensitivities is extremely important for their behaviour, social, emotional and mental health needs and for their learning. This workshop is written from a behaviour perspective, rather than a clinical one. It is suitable for staff, parents, adults, professionals and older young people with ADHD. During the session you will:

Be aware of the typical traits for ADHD
Develop an understanding of sensory dysregulation
Have an appreciation of the causes of stress and anxiety for children with ADHD
Understand the impact of poor emotional dysregulation
Learn about how sensory experiences impact on behaviour and children’s learning
Know how to help children and young people with ADHD have happier and calmer lives

3. ADHD Traits & Sensory Processing Differences for Adults

ADHD affects attention, organisation, emotional regulation, impulse control and executive functioning throughout adulthood. Many adults with ADHD have experienced misunderstanding, low self-esteem or challenges in education, work and relationships. ADHD training helps individuals develop a better understanding of how their brain works, recognise their strengths and learn practical strategies that support wellbeing, productivity and positive relationships. The aims are:

To develop knowledge of ADHD characteristics, presentation in adulthood, and the impact on daily life.
To help participants identify their individual ADHD profile, strengths, challenges, triggers and support needs.
To equip participants with evidence-informed techniques for organisation, time management, emotional regulation, focus and task completion.
To build confidence, self-acceptance and resilience, enabling adults with ADHD to thrive in work, education, relationships and everyday life.

4. Adolescent Development: Working with Teenagers

This training has been designed for carers to explore adolescent behaviours and to examine some of the positives and challenges that can come with the teenage years. It will explore adolescent brain development and the impact that trauma and abuse can have on cognitive processing. It looks at how carers can help adolescents to understand and manage their behaviour – including some useful tips to share with teenagers. The aims are:

To discuss what typical adolescent behaviours are
To look at what happens in a teenage brain
To explore the impact that trauma has on adolescent development and behaviour
To consider how carers can help adolescents understand their behaviour
To recognise what adolescents can do to help themselves manage anxieties and challenges

5. Aggressive, Bullying and Coercive Behaviours

This work can be adapted for children from upper Key Stage 2 to Key Stage 4. Where children's natural behaviour appears to be aggressive and intimidating, sometimes influencing, or being influenced by, the behaviour of others, this work begins with individual sessions. During the subsequent sessions, each one gives more challenge to the way in which the child behaves and introduces others with similar behaviours. Implementing and monitoring ground rules is necessary. Its content has the flexibility to be delivered to all age groups from Key Stage 1 to adults. The workshop includes:

Understanding why the child is aggressive or violent
An appreciation of the point of view of those who receive aggression
Frank and honest discussions about the bullying or aggressive behaviour to child displays
Addressing the risky behaviours that may be associated with the expectations of others placed on the child

6. Anti-Bullying: I’m Not Different, I’m Unique for Key Stage 1 & Key Stage 2 Pupils

Exploring bullying through a football theme. The session defines what bullying is, what constitutes being bullied and what it isn’t, highlighting that we should be stamping it out all year round, not just during anti-bullying week; though for some settings it is a good time to start. It describes verbal, emotional, physical, discriminatory in-person and online. The session enables pupils to:

Recognise the signs of bullying
How to get help if they or someone they know is being bullied
How to be an upstander rather than a bystander
The effects of bullying for young people and in the long-term
How to be supported to tell someone who can help it
Learn about high-profile bullying cases
Feel empowered to contribute to stamping out bullying

7. Anti-Discriminatory Practice for Social Workers: Fostering

Training in anti-discriminatory practice aims to counteract the negative effects of discrimination on young people and adults to combat discrimination in all its forms. As professionals working with young people, involvement in any actions that could be seen as discriminatory or potentially insulting to any individual or group, including your colleagues is unacceptable. Anti-discriminatory practice is an approach which seeks to reduce, undermine or eliminate discrimination. Social workers occupy positions of power and influence whether this in intentional or by default. Anti-discriminatory practice is an attempt to eradicate discrimination from our own practice and challenge it in the practice of others. It aims to:

Understand the Equality Act 2010
Understand the Protected Characteristics
Explores the range of discriminations that people experience and discusses a number of theories that inform Anti-Discriminatory Practice
Analysis of the skills and knowledge required to practice effectively
How to work with Diversity and challenging the status quo
Integrating Anti-Discriminatory Practices into method and approaches

8. Attachment & Trauma: What You Need to Know for Education Professionals

Insecure attachments and childhood trauma can affect children and young people as they progress through their lives. This training includes the impact trauma has on a child’s development, how trauma can exacerbate existing adversity in their lives and contribute to cumulative Traumatic Stress. The content explores approaches to culturally responsive care; seeing trauma through an intersectional lens and protecting against vicarious trauma for adults and other young people. It uses examples of trauma profiles that can be recognised by professionals and embed team cultures to support psychological safety for all. The aims of this training are to:

Understand the role of attachment, relational safety and co-regulation
Know how trauma affects brain development; including stress responses, memory and emotional regulation
Recognise trauma’s interaction with intersectionality
Identify trauma-linked behaviours and their roots
Spot early signs in traumatised children
Apply trauma-informed principles of safety, trust and empowerment
Use practical strategies for co-regulation and emotional coaching

9. Behaviour Coaching for School-Based Staff

This is delivered on a one-to-one basis and is tailored to the needs of the participant. It will include positive approaches and strategies that will help to affect permanent behavioural change and improve pupils' behaviour in school. Coaching opportunities include:

Attachment and Nurture
Behaviour for Learning
Early Years Practice
Seeing Beyond Disguised Compliance
Social and Emotional Aspects of Learning
The Profile of a Looked After Child

10. Behaviour Mentor Training

The Behaviour Mentor is - or works alongside the Behaviour Co-ordinator, Learning Mentor, SENCo, Mid-day Supervisors and Support Staff - and is likely to be in a similar role in school. This training can be delivered in one setting, though may be more valuable if staff members from other schools, federations or a number of schools attend together. School-to-school support is actively promoted. The training includes:

Exploring the qualities, skills and experience necessary for the role
Consideration of the role as a mentor/coach and where it fits with other pastoral staff
How working with parents has a positive impact on behaviour in school and at home
The opportunity to explore new skills and strategies to support a group or workshop setting

11. Behaviour Support & Coaching for Adult Clients

Individualised support for adults who wish to affect behavioural change in their lives. Adults may have lived experience of adverse childhood experiences [ACEs] which affect their current lives, relationships and engagement with work colleagues. Emotional support and a safe space to explore aspects of their behaviour is offered, along with recommendations and the autonomy to make their own choices. Accredited coaching and guidance for those with neurodivergent conditions is facilitated. Sessions may include:

Weekly, bi-monthly or monthly sessions
Long-term support at appropriate intervals
Advanced ADHD coaching
Support for emotional wellbeing and self-care
Practical support for organisational and planning skills that benefit daily living
Understanding the association between thoughts, feelings and behaviour
Managing executive function skills
Approaches for emotional regulation
Interpersonal skills and effective communication
Mindfulness and visualisation
Relaxation and breathing techniques to reduce anxiety

12. Behavioural Change in Early Years - Supporting Children with Additional Needs

This training session incorporates Sensory Integration; the organisation of information related to our senses from the body to the brain; linked to emotional regulation, learning and behaviour, Relational practice; building and nurturing meaningful connections with children with additional needs to support their wellbeing and development and Restorative practice; which embodies the values and principles that provide a common approach to addressing behaviours. This session helps to:

Give a guide to understanding sensory integration and its impact on behaviour
Know how trust-based and respectful relationships can enhance children’s learning experiences
Understand the benefits of a restorative approach for children’s wellbeing in the early years

13. Building Resilience Training for Staff

The training is for any school or group of schools where children Year 5 and above display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides staff with theoretical support and practical strategies for building pupils’ resilience. Its aims are:

To develop an understanding of the psychology of resilience and why it is important
To have an awareness of the challenges for many children for whom resilience is needed
To have an understanding of the role of adults in the building children’s resilience
To be equipped with skills to help children build their resilience

14. Building Resilience Workshop for Parents

This workshop offers support for parents to understand and facilitate the opportunity for children to benefit from understanding basic concepts that will help them in managing their own behaviour. It is helpful where family members routinely display patterns of behaviour consistent with an inability to address issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides parents with a range of activities to help with practical strategies for building their children’s resilience and support for families to appreciate why the behaviours of children and their families can be more suitably addressed. Its aims are:

To have an awareness of some of the challenges that can affect children’s behaviour
To be equipped with problem-solving skills to help build their resilience
To develop an understanding of why resilience is important

15. Building Resilience: Support for Pupils

This training offers support for groups of children Year 5 and above who display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides pupils with a range of activities to help with practical strategies for building pupils’ resilience. Its aims are:

To have an awareness of some of the challenges that can affect children’s behaviour
To be equipped with problem-solving skills to help build their resilience
To develop an understanding of why resilience is important

16. Caring for Asylum-Seeking & Refugee Children & Minors

This training will enable participants to make a distinction between refugees and asylum seekers and address the misconceptions that are prevalent. It explores the unique experiences and needs of asylum-seeking and refugee children, helping practitioners understand the impact of displacement, trauma, loss, migration journeys and uncertainty on a child's wellbeing, development and behaviour. Participants will develop culturally sensitive, trauma-informed approaches to care. They will explore practical strategies for building trust, promoting belonging, supporting emotional wellbeing and advocating effectively for children navigating complex systems. The training emphasises compassionate, child-centred practice that recognises resilience while responding to vulnerability with empathy, curiosity and respect. The main learning objectives are:

To improve your understanding of the experiences and meaning of being an unaccompanied asylum-seeking or refugee child
To explore the UK asylum-seeking process and legal framework
To increase your awareness of the needs of asylum-seeking and refugee children
To examine how to meet the needs of unaccompanied asylum-seeking and refugee children more effectively

17. Caring for Black & Ethnic Minority Young People for Foster Carers, Childminders & Professionals

In the UK there is a high number of children from Black and minority ethnic origins in care and the numbers are increasing over time. This course is a guide to understanding race, ethnicity and identity. The course will look at how carers can meet their children’s needs, so that they can go on to grow into healthy adults who are confident and proud of who they are. Additionally, this training will discuss what to do should a child in your care experience racism. The aims are:

To understand race, ethnicity and identity
To know how to help a young person develop a positive racial identity
To know how to create a more positive environment
To know how to find commonality and acknowledge positive differences
To understand practical advice

18. Caring for Traumatised Young People

Young people in the care system are likely to have experienced extremely traumatic situations. These can have a profound impact on their sense of safety, trust, emotional regulation and relationships with others. A trauma-informed approach encourages us to look beyond the behaviour and consider what the child may be communicating, recognising that consistent, safe and nurturing relationships can play a vital role in helping them feel secure, develop trust and begin to heal. What may appear as challenging, resistant or unpredictable behaviour can often be understood as an adaptive response to experiences of fear, loss, instability or unmet needs. The training aims are:

To understand the key principles of trauma
To know the impact of overwhelming stress and trauma on child development
To shift the emphasis from “What is wrong with this child?”
To examine towards “What might have happened to this child and what do they need?”
To be aware of strategies that support the healing of children who have suffered traumatic experiences

19. CDI Strategy

The course offers an opportunity to use the CDI (Choice, Decision, Instruction) Strategy to address low-level and medium-level behaviour issues. Children benefit from understanding basic concepts that will help with making the right decisions and choices. Following instructions will enable them to focus on necessary skills for successful interaction with adults and children in the school, and home, environment. This strategy establishes a simple, whole-school structure for promoting these concepts. Aims of the training:

To establish the purpose of the strategy
To identify and use appropriate language and terminology
To demonstrate understanding of the concepts
To apply learning to practical situations in the classroom, school and home

20. CDI Strategy Parent Workshop

Similar to the CDI (Choice, Decision, Instruction) Strategy and Coaching Skills Approach for schools, this training helps to address low-level and medium-level behaviour issues in the home. Children benefit from understanding basic concepts that will help them in regulating their behaviour. Supporting children in making appropriate choices, making the right decisions and in following instructions will enable them to focus on necessary skills for successful interaction with adults and other children in the home. This strategy establishes a simple, structure for promoting these concepts that may be used by parents and carers. The aims are:

To establish the purpose of the strategy
To identify and use appropriate language and terminology
To demonstrate understanding of the concepts
To apply learning to practical situations in the home

21. Child Development and SEND in Early Years

The content of this training equips early years practitioners with and understanding of special educational needs and disabilities (SEND) and how they may impact children within a setting. It outlines the expectations of early years providers in relation to SEND and explore the role of the SENCO in supporting children with additional needs. It explores the key concepts of child development and SEND in order that practitioners can make reasonable adjustments for children in their setting. It aims to:

Develop an awareness of special educational needs and disabilities for young children and how to recognise them
Recognise and implement requirements to support children with additional needs in early years settings
Explore the role of the SENCo in identifying key responsibilities and expectations
Identify support strategies for children with additional needs and their implementation

22. Child Protection & Safeguarding

This training is aimed at individuals in settings and organisations who work with children and young people, as well as families or adults who may be parents and/or carers, to provide a basic awareness of child protection issues. Basic child protection and safeguarding training provides an understanding of how to recognise signs and indicators of abuse, neglect, exploitation and harm. It equips participants with knowledge of their safeguarding responsibilities, including how to respond to concerns, record information accurately and follow reporting procedures. The training also explores maintaining professional boundaries, creating safe environments for children, and promoting their welfare through effective multi-agency working. The main learning aims are:

To know the different types of abuse
To know the symptoms associated with abuse
To know what to do if a child discloses that they are being, or have been, abused
To understand the process of recording, reporting, and record-keeping
To be able to recognise the signs of abuse
To understand the duty of care for carers
To understand the whistle-blowing process
To know the groups and agencies involved in the protection of the child

23. Child Sexual Exploitation

This training explores how professionals can recognise, assess and respond effectively to child sexual exploitation (CSE) within safeguarding systems supporting children and young people. It examines how exploitation occurs, the warning signs practitioners may observe and the importance of coordinated multi-agency responses. The training also encourages critical reflection on professional responsibility, ethical decision-making and trauma-informed practice when supporting children who may be at risk of exploitation or who have already experienced harm. The learning outcomes are:

Assess indicators that may suggest a child or young person is at risk of sexual exploitation.
Analyse the factors that increase vulnerability to exploitation, including trauma, disrupted relationships and environmental risks.
Lead effective safeguarding responses to protect children from exploitation and harm
Develop trauma-informed approaches that support resilience for children who have experienced exploitation
Critically evaluate safeguarding systems, policies and professional practices
Work effectively with other professionals to identify risk, share information appropriately and disrupt exploitation.

24. Childhood Trauma

Childhood trauma has an adverse effect on children and young people as they progress through their lives. This training enables participants to learn about the impact trauma has on a child’s development, and how trauma can develop into conditions such as Post Traumatic Stress Disorder (PTSD) and Adverse Childhood Experiences (ACEs). This training will also help you to identify the symptoms of trauma and stress in children and young people. Its aims are:

To be aware of statistics about childhood trauma
To learn about a child’s developing brain
To know how stress can impact the brain and our responses
To understand trauma and triggers
To understand Post-Traumatic Stress Disorder
To learn about Adverse Childhood Experiences

25. Children See, Children Do: How Children in Early Years Mirror Adult Behaviours

Young children are highly observant and naturally inclined to mirror the behaviours of adults around them. They absorb and replicate not only the visible actions but also the emotional expressions, language patterns and social cues demonstrated by their influential adults. This imitation forms the foundation of early learning, affecting the child’s language development, emotional regulation, social interactions, and overall approach to problem-solving. This training focuses on understanding how young children learn through observation and imitation. The actions they observe regularly often become learned behaviours, which can manifest positively or negatively in the areas of socialisation and emotional regulation. It aims to:

Raise awareness to help adults understand the profound influence their actions have on children’s development.
Promote positive behaviours that equip caregivers and educators with tools to model constructive and empathetic behaviours.
Support holistic development and encourage practices that positively contribute to children’s social, emotional and cognitive growth.
Encourage reflection and provide opportunities for adults to reflect on their own behaviours and how they align with the values they wish to instil in children.

26. Children's Behaviour for Learning Workshop for Pupils

For most educational settings extreme behaviour that challenges staff and pupils has clear consequences that are defined in the Behaviour Policy. However, some of the most troublesome behaviour is the persistent disruptive incidents occurring in the classroom during lesson time. Pencil tapping, swinging on chairs and humming can be very distracting for those who are trying to work. During these sessions, strategies for dealing with poor engagement and lack of focus are likely to help those who are distracted and those responsible for distractions. The sessions include:

Using strategies and suitable resources to absorb the effect of disruption
Clear and achievable expectations of behaviour for learning for behaviour
Consistent sanctions where the undesired behaviour continues
Understanding and taking responsibility of the effects of persistent disruptive behaviour on the learning of all of the children

27. Communication and Language in Early Years

This training examines how the skills associated with communication are vital for children in the Early Years Foundation Stage (EYFS). It outlines the typical stages of speech and language development and the impact of factors that delay or disrupt these processes. Best practices for promoting these skills, raising awareness around language and communication needs and support for children and parents are explored. The aims are to:

Identify typical stages of language development in babies, toddlers and young children
Consider how to promote speech and language development in early years
Understand the value of serve-and-return talk between adults and young children
Examine how practitioners can support communication and language skills
Ensure provision for effective communication with additional provision for this
Work effectively in partnership with parents and related services

28. Conflict Resolution: Owning My Actions for Pupils

This is ideally suited for children with limited social skills, poor communications skills and behaviour that is best supported in a nurture environment. The work is delivered individually or in small groups to learn the simple skills demonstrated in the session. When the child returns to their usual environment, they have the opportunity to practice and perfect these skills. The workshop includes:

Exercises for children to explore a range of familiar scenarios they have difficulty managing
Learning to think ahead about the potential consequences of undesired behaviour
Strategies help them make better choices and long-term decisions
A restorative approach to resolving issues with other children and adults

29. Contextual Safeguarding

Contextual Safeguarding creates a national framework to help better protect young people experiencing disadvantages and vulnerabilities within their schools, environments and wider communities. This is an approach to understanding and responding to young people’s experiences of significant harm beyond their families. Traditional approaches to protecting young people from harm have focused on the risk of violence and abuse from inside the home, usually from a parent/carer or other trusted adult. As a result, they do not always address the time that young people spend outside the home and the influence of peers on young people’s development and safety. The aims are:

To understand the meaning of contextual safeguarding
To be aware of relevant research and case examples
To know why contextual safeguarding is imperative to practice in terms of policy, framework and practice
To be aware of organisational challenges
To know about the risk factors facing young people; namely child sexual exploitation, child criminal exploitation, going missing, e-safety, gang/knife crime and radicalisation
To understand multi-agency benefits and support
To utilise safety mapping for young people at risk

30. Creating an Effective Learning Environment

Supporting young people to help them navigate expectations of the setting in their learning and behaviour is conducive to a positive and progressive learning environment. This begins where the physical space, emotional space and mental space work together to promote effective learning and personal growth. It encompasses the design, resources, learning materials and ethos in a social and emotional contexts in which effective learning occurs. The aims are:

Helping young people to succeed in their education and development
Supporting emotional wellbeing where young learners feel secure and supported
Using positive and permanent approaches that motivate engagement in learning
Creating an environment to promote respect, social interaction and collaboration
Encouraging exploration development to build resilience for lifelong learning.

31. Cultural Awareness

In your role, you may care for young people from a variety of backgrounds and, therefore, cultural awareness is paramount. In this course, you can find out more about culture and its related facets of ethnicity, race and diversity. Cultural awareness training helps participants develop an understanding of how culture, identity, beliefs, values, language, and lived experiences can shape individuals' perspectives, behaviours and needs. It promotes inclusive, respectful practice by exploring cultural differences, challenging stereotypes and bias, and building confidence in working effectively with people from diverse backgrounds. It aims:

To gain an understanding of the issues in equality and diversity
To explore how issues of equality and diversity are addressed professionally
To gain an understanding of the different types of prejudice and discrimination that can affect children and young people
To develop a better understanding of the cultural challenges facing multicultural societies
To provide an opportunity to enhance cultural sensitivity and competence
To develop practical tools to reduce cross-cultural misunderstanding and encourage positive cross-cultural relationships

32. De-escalation Techniques

De-escalation is a targeted intervention for children who are likely to escalate low-level incidents into aggressive or dangerous behaviour. It is carried out by a staff member using calm, non-threatening verbal communication, gestures and body language to diffuse, re-direct, or de-escalate a situation during which there is conflict. This training gives experience of using the techniques effectively to reduce the likelihood of incidents escalating into extreme situations involving inappropriate behaviour. Aims of the training:

To recognise when children are anxious and in need of support with calming strategies
To practise techniques and strategies for de-escalation and addressing extreme situations
To be aware of the situations in which children benefit from help to de-escalate their behaviour

33. De-Escalation & Co-Regulation in Early Years

With a specific focus on behaviour de-escalation and co-regulation for children in the Early Years Foundation Stage (EYFS), this training includes techniques for calm, non-threatening verbal communication, gestures and body language to diffuse, re-direct, or de-escalate a situation during which there is conflict. The aims of the training are to:

Recognise when young children are anxious and in need of support with calming strategies
Practise techniques and strategies for de-escalation and addressing extreme situations
Be aware of the situations in which children benefit from help to de-escalate their behaviour

34. Deconstructing Diversity: Why Representation Matters

The practice of deconstructing diversity involves examining and challenging existing notions of diversity, identity and cultural representation. It is important to change the narrative of outdated cultural archetypes and reveal the multifaceted and fluid nature of how people identify today. Identity is not solely driven by personal heritage but also by culture, broadening the possible connection points beyond race and ethnicity alone. By deconstructing stereotypes and biases, we promote true inclusion and understanding. This training:

Deconstructs aspects of diversity that include historical inaccuracies
Involves critically examining existing norms
Promotes authentic representation and understanding across diverse identities
Helps understand how issues of race, gender, sexual orientation and disabilities impact relationships

35. Developing Cultural Competency: Awareness & Accountability

Cultural competency is essential for professionals and learners in ethnically diverse settings. It enables them to navigate cultural nuances, challenge harmful practices and promote accountability while respecting diversity and human rights. Adopting a trauma-informed approach as opposed to a judgmental stance, will foster positive action against discrimination and practices of Female Genital Mutilation (FGM), Honour-Based Abuse (HBA), Forced Marriage, Trafficking, Enforced Labour and Radicalisation. It includes:

Learning about the cultural contexts in which these practices occur
Enabling professionals to differentiate between vocabulary that is accurate and discriminatory narratives
Recognising acts may be rooted in tradition, are harmful and violate victims’ human rights
Holding perpetrators responsible and witnesses accountable for challenging justifications for behaviours that are unacceptable and illegal
Empowering victims by providing emotionally safe spaces, empathy and support

36. Developing the Behaviour Policy

This training is delivered along a framework, incorporating guidance from: Behaviour and Discipline in Schools: Advice for Headteachers and School Staff. It is tailored to the individual needs of the school and uses the current Behaviour Policy as a basis for reviewing and updating good practice within the school. It can be delivered as a whole school package or with members of senior staff. It includes developing a Behaviour Policy which aims to:

Give clear and concise expectations of behaviour for pupils and parents
Promote good behaviour, self-discipline and respect
Regulate the conduct of pupils and approach of staff members

37. Diversity & Cultural Competence

This training is designed to support those caring for children from different backgrounds, challenging racism that young people experience. This training provides participants with a sound level of understanding and ability to promote equality, diversity, and rights of individuals and groups within society. Cultural competence training develops the knowledge, skills and confidence needed to work effectively and respectfully with people from diverse cultural backgrounds. It encourages self-reflection, challenges assumptions and bias providing practical strategies for delivering inclusive, culturally responsive services that meet individuals' unique needs. It aims to:

Describe how our own preconceptions can influence outcomes for children in our care
Share experience of best practice through using case studies and active learning
Introduce the areas of legislation and how we can ensure compliance
Explore the issues of caring for trans-racial children placed in care

38. Emotional Wellbeing & Mental Health Awareness for Staff Teams

As an accredited Mental Health First Aider this training is designed to equip individuals with the skills and knowledge to identify, support and advocate for those experiencing mental health issues in educational settings and workplaces. The state of well-being in which a person copes with stress, works productively and contribute to their community is important for all concerned. It affects a person's thinking, feeling, mood or behaviour and can interfere with their daily functioning. The training aims to:

Help to create a mentally healthy organisation
Identify some of the common mental health disorders that may be experienced
Provide information about the warning signs of poor emotional wellbeing
Support participants to respond to a mental health crisis at the earliest stage possible
Help to reduce the stigma and discrimination that is often unfairly associated with mental ill-health
To promote positive mental health practices and emotional self-care

39. Emotion Coaching

Emotion coaching is an approach used to support children and young people in recognising and regulating their own emotions. It involves children learning coping strategies to manage positive and negative emotions, fostering better self-esteem and emotional wellbeing. This approach helps children understand the different emotions they experience, why they occur and how to handle them. Dysregulation is not about children giving adults a hard time, it’s about children going through a hard time. Emotion coaching helps them to feel loved, supported, respected and valued, which forms a strong foundation for building emotional stability. It aims to:

Engender emotionally resilient young people who can manage their own emotions
Improve self-esteem and positive contributes to young people's self-worth
Increase emotional awareness and enhance social interactions with peers and adults
Reduced behavioural challenges, helps prevent escalation and promote calm
Enable proactive teaching and learning, promoting more positive desired behaviour

40. Engendering Relational Practice: Supporting Care Experienced Young People

Enabling young people, particularly those who are care experienced, to benefit from lasting, supportive relationships is fundamental. Engendering relational practice involves building and nurturing meaningful connections with young people to support their well-being and development. These practices contribute to creating lasting relationships that support care experienced young people as they transition into adulthood and beyond. By prioritising relational practice and implementing these principles, we can create a supportive and nurturing environment where care experienced young people feel valued, understood, and empowered to thrive. The training includes:

Building an understanding of young people’s lived experiences
Establishing trust-based and respectful relationships with young people to enhance their experiences
Actively engaging young people in changes and transitions at home and educational settings

41. Equality & Diversity

This training enables participants to understand how the issues around equality and diversity affect every aspect of professional life. It will demonstrate how to challenge prejudice and discrimination effectively and how to promote empowerment. Equality and diversity training helps participants understand their responsibilities in promoting fairness, inclusion and respect for all individuals, regardless of their background, characteristics or identity. It explores discrimination, prejudice, unconscious bias and inclusive practice, providing practical strategies for creating environments where everyone feels valued, respected and able to thrive. Its aims are:

A deeper understanding and enhanced practice in creating inclusive environments for young people
Exploring key concepts of discrimination, equality and diversity, support the identity, confidence and self-esteem of those in your care
Empowers you to promote positive relationships and environments that respect and celebrate the diverse backgrounds of all young people
To understand the law and equality to identify and address discrimination
To be able to empower young people to challenge discrimination and inequality while promoting diversity and inclusion

42. Every Disabled Child Matters

Knowing all you can about learning disabilities can ensure the young person gets the right help to overcome challenges and succeed in life. Training to support the needs of disabled young people helps participants understand the diverse needs, strengths, rights and lived experiences of disabled children and young people, including those with physical disabilities, learning disabilities, sensory impairments and additional needs. It provides practical strategies for promoting inclusion, removing barriers to participation, supporting independence, and ensuring that every young person is respected, heard, and able to achieve their full potential. It aims to:

Know the barriers in society that disabled young people face
Understand learning disabilities and the level of support needed
Supporting young people who have a learning disability, depends on their individual needs
Know of profound and multiple learning disabilities and causes
Know the needs of people with learning disabilities
Be aware of other conditions associated with learning disabilities
consider safeguarding implications

43. Ethnicity & Exclusions: Black British and Gypsy, Roma & Traveller Learners

In 2021-2022 pupils with Black Caribbean ethnicity faced disproportionately high exclusion rates in the UK. Black Caribbean students experienced exclusion rates up to six times higher than their white peers in some local authorities. In the same school year, Gypsy and Roma pupils, along with Travellers of Irish heritage, had the highest permanent exclusion rates. The aims of this training are to:

Examine the cultural parallels between these two ethnic groups
Explore the social factors that influence this trend
Identify where discrimination is demonstrated within education
Define how it is possible to influence the trajectory for pupils facing exclusion
Celebrate the success for Black British & Gypsy, Roma & Traveller pupils

44. Exploitation and Intersectionality

Awareness of the relationship between exploitation and intersectionality can have significant positive impacts in various contexts. Exploitation and intersectionality understanding contribute to a more informed, compassionate and equitable environment. They empower individuals to recognise and combat harmful practices while fostering a culture of respect and acceptance. The training aims to:

Help individuals recognise signs of exploitation in the workplace and professional relationships
Understanding exploitative tactics and take proactive steps to address victimisation
Empowers individual to set boundaries and avoid situations where they might be unfairly treated
Enable individuals and organisations to explore the complex ways in which discrimination intersects

45. Feelings and Emotions Workshop for Pupils

The workshop is suitable as a whole class PSHE session, small group work or as a series of sessions in a nurture group. It is designed to help children in Key Stage 1 to be able to name and recognise a range of positive and negative feelings. The use of puppets and/or dolls helps the children to be able to project their feelings and talk about when they have felt that way. The workshop includes:

Knowing about the emotions, happy, sad, angry, frightened, excited, pleased etc:
Recognising their own emotions and those of others
An understanding that their feelings are linked to what is going on around them
Being aware of what do if they are overwhelmed by their feelings
Learning skills of self-regulation, breathing skills, mindfulness and visualisation

46. Female Empowerment™

The Female Empowerment programme is delivered to females in Year 7+. It includes thought-provoking content that challenges us to look again at gender norms, stereotypes and the everyday messages young people receive. It uses clear, high-quality evidence-based resources that reinforce how importantly early interventions can impact positive outcomes. The sessions create safe, reflective, non-judgemental spaces in which to discuss and explore respect, safety and equality. It addresses misogyny, harmful sexual behaviours and victim-blaming proactively and supports schools and professionals to have braver conversations about VAWG. It creates safe spaces where girls and young women feel supported to express themselves and learn about self-care strategies, free from judgement or criticism. The programme addresses societal issues such as online dangers, the incel movement and sexual harassment in public places. Pupils learn how:

Online worlds play a role in normalising harmful sexual behaviours and fuelling unhealthy cultures
Boys and girls often see explicit images and material that they may not want nor ask to see
Women and girls often feel the onus and responsibility to educate boys and men
Boys and men feel excluded from critical conversations
Subsequently, they turn to social media and peers to seek advice
Young women and girls are empowered to dismantle limiting beliefs and biases that restrict human freedoms.

47. Getting On and Falling Out Workshop for Pupils

Using a range of practical resources during role play, storytelling and puppetry sessions
Being 'coached' by the adult to open or continue conversations using suitable vocabulary
Using conventions such as taking turns and asking and answering questions
Respond to small manageable tasks given by staff members

48. Helping Children & Young People Build Emotional Intelligence & Empathy

Emotional intelligence and empathy are critical attributes that influence a young person’s ability to form healthy relationships, navigate social situations and respond to challenges. Emotional intelligence encompasses recognising, understanding and managing one's emotions, as well as perceiving and addressing the feelings of others. Empathy, a core component of emotional intelligence, involves understanding and sharing the feelings of another – fostering genuine connections. For young people, developing these skills enables better communication, conflict resolution and emotional regulation. The aims of the training are:

To understand emotional intelligence and empathy
To understand emotional regulation and recognition
To learn empathy building techniques for working with care experienced young people
To understand emotionally intelligent communication
To create a nurturing environment for emotional growth for care experienced young people

49. Hidden Children: The Impact on Adulthood of Adverse Childhood Experiences (ACEs)

Adverse Childhood Experiences (ACEs) relate to the set of ten adverse experiences that individuals may face during their childhood. These experiences are associated with an increased risk of negative health outcomes and other problematic areas in later life. It is possible to explore early lived experiences to address the impact of ACEs on adulthood. The content aims to:

Understand the impact of ACEs on early childhood experiences
Recognise the necessity for promoting healthier outcomes in adulthood
Address unresolved issues relating to ACEs in adult behaviours
Recognising and mitigating the impact of childhood adversities to support individuals as they navigate challenges and change

50. Learning to Think, Feel and Respond for Pupils

Some children and young people struggle when it comes to making appropriate choices in a range of situations. While some children will take some time to think before acting, others find it difficult to be discerning and impulsive urges dominate. This workshop will help children to consider alternative actions. The training includes:

Learning techniques for controlled breathing to slow down the spontaneous impulses
Using mindfulness to allow them to experience free-flowing thoughts
The use of visualisation to promote positive thoughts and action

51. Mid-day Supervisor Training

This training focuses on the qualities, skills, roles and responsibilities of the Mid-day Supervisor. It gives the opportunity for participants to explore good, effective practice helps in establishing authority, considering clear rules and boundaries and implementing appropriate rewards and consequences. This empowers Mid-day Supervisors to make clear expectations for the children’s behaviour that is consistent with the expectations of all staff during other times of the school day. By the end of the session, participants will:

Have considered their role as a Mid-day Supervisor
Have explored some of the qualities, skills and strategies necessary for their role
Have had the opportunity to explore new skills and strategies to support children’s behaviour at lunchtime

52. My Time is Now! Pupil Workshop

As children move through Key Stage 2 their friendships often change, they begin to like different things and think in different ways from their friends. This can sometimes leave children feeling isolated and they begin to worry unnecessarily about who they are and if they are worthy of being a friend. This workshop will help children to feel more positive about themselves and recognise their strengths and qualities. The workshop includes:

Exploring the qualities of being a good person
Acknowledging that they have strengths and qualities that others don't
Working along others to celebrate their positive characters
Giving and receiving complements and celebrating praise

53. Oppositional Behaviours: Saying No Without Triggering a Meltdown

This training explores oppositional behaviours is for practitioners working with children who demonstrate behaviours that challenge. It is intended to deepen understanding of the root causes of oppositional behaviours and to provide practical, evidence‐based tools for managing these behaviours without escalating into meltdowns. In addition, it helps to address oppositional behaviours in the moment but also to build a foundation for healthier long-term behavioural and emotional development. The course aims to:

Increase awareness and empower participants with an understanding of the multifaceted causes of oppositional behaviour, biological predispositions and environmental triggers.
Equip adults with techniques for clear, empathetic communication that reinforces boundaries without escalating conflicts.
Enhance emotional resilience and facilitate the development of strategies that help children manage strong emotions, reducing the likelihood of conflict and defiance.
Foster an environment where children gradually acquire self-regulation, social and emotional skills that promote positive interpersonal relationships over time.

54. Outdoor Play-Based Learning in Early Years

For young children outdoor play is as important as indoor play. Space, fresh air, freedom and time are essential for children’s emotional, social and personal well-being. This training includes the importance of outdoor play experiences and its links to learning in the Early Years Foundation Stage (EYFS). It offers approaches for providing an inclusive and enabling environment for children in the setting and covers:

The importance and benefits of outdoor play in the early years
The richness of sensory experiences for children engaged in good quality outdoor play
Understanding how outdoor play can be beneficial for children with additional needs
Exploring integration of the outdoor play curriculum

55. Peer Mediation Training

This training is for schools who wish to include their Year 5 and/or Year 6 pupils in positive and effective behaviour in school. It takes place following the school’s recruitment and selection process to equip pupils with skills to support desired behaviour in the playground and other areas of the school. The selected pupils are recruited into the roles of Feelings Detective, Problem Solver and Peer Mediator in order to recognise the range of skills needed and to provide children with appropriate support for the issues that may arise. The training is delivered to selected pupils in four 90-minute sessions and includes aspects of:

Peer support
Skills of observation
Understanding perception
Openers and role plays

56. Positive Behaviour & De-escalation

This training assists professionals to support young people to develop socially acceptable behaviour through encouragement and constructive responses to inappropriate behaviour. It allows professionals to demonstrate explicit, fair, consistent and reasonable rules for conduct and behaviour. Participants will have an awareness of relevant histories of the child being looked after and will offer a flexible approach to managing behaviour, taking into account the child’s age, competence and ability to recognise and understand danger to themselves, others and property. The aims are:

To develop a good understanding of the factors which are likely to influence behaviour
To take away practical strategies designed to promote positive behaviour
To be able to manage interventions proactively with the young people in their care
To be able to deal with the emotions of others as well as their own
To understand how relationships, values and beliefs influence our behaviour and reactions
To develop an understanding of de-escalation and an awareness of relevant skills and techniques

57. Positive Behaviour for Effective Learning

The training offers staff members the opportunity to consider the learning environment and its effects for children with dysregulated behaviour. Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning. Barriers to learning are explored in order to reduce the impact of behaviour that challenges and demonstrate effective responses to address disruptive incidents. Participants are able to formulate a clear framework to support pupils in achieving their behavioural goals. Aims of the training:

To appreciate the impact of a positive learning environment
To develop strategies to support children with particular needs affecting their behaviour
To identify the actions staff should use consistently when a pupil is becoming anxious or agitated
To use knowledge of children’s identified needs in order to consider specific behaviour goals for those children.

58. Positive Playground Behaviour

The training is designed for staff working with pupils who find regulating their behaviour in the playground challenging. These pupils are often or excluded during outside play on a regular basis due inappropriate behaviour. In extreme circumstances the behaviour may be aggressive or dangerous. The course is delivered to school staff in a 2-hour training session with demonstrations of activities where appropriate. Following the initial training, it may be used with children in school in four 1-hour sessions or eight 30-minute sessions according to the needs of the school and children involved. Pupils are helped to explore issues such as:

Likes and dislikes, similarities and differences
Respecting others’ points of view
Getting on, falling out and reducing conflict
Knowing when and where to seek adult help

59. Promoting Emotional Intelligence in Early Years

This very practical course helps to create an engaging, supportive and developmentally appropriate environment for young children to understand and manage their emotions. By offering structured activities alongside flexibility for emotional expression, facilitators can empower both children and caregivers to build long-term emotional intelligence skills. The content focuses on helping adults to nurture the emotional and social development of young children. The aims are to:

Promote emotional awareness that helps young children to recognise and understand their own emotions and those of others.
Support co-regulation and encourage self-regulation where children learn to manage their emotions constructively.
Support holistic development which lays the foundation for lifelong emotional well-being.
Provide adults with tools to model emotional intelligence effectively.

60. Reflections: The George Floyd Effect

The killing of George Floyd sparked a global wave of anti-racism protests. Thousands of people demanded justice and an end to racial discrimination and triggered an examination of Britain's own history of slavery and colonialism. Many activists, academics and politicians have called for a review of the curricula of learning establishments to include more diverse perspectives and acknowledge the legacy of racism in British society. This training explores:

The global impact of the George Floyd case
The increased profile of racism and discrimination in various sectors and institutions
The continued work to address racism in the UK education system
The lived experiences of migrants, asylum seekers and refugees
The necessity for proactive support for anti-racism, transparency and action to eradicate it in education

61. Reframing History: Authentic Learning For & About People of Colour

Developing cultural awareness is an ongoing process, requiring commitment, openness and a willingness to learn and grow. Embracing diversity and promoting understanding creates a more inclusive and enriching learning environment for all. Fostering a fully inclusive ethos for people of colour is crucial for promoting equity understanding and positive learning experiences. This training includes:

Understanding cultural competence through the lived experiences of people of colour
The ability to interact effectively with people from diverse cultures and respond to their unique needs
Informing educators and learners about cultural diversity, biases and stereotypes
Respecting, valuing and harnessing cultural differences for the benefit of all individuals and organisations
Addressing microaggressions and supporting educators and learners to challenge them

62. Regulating the Behaviours That We Are Challenged By

Training to address behaviour that we are challenged by helps participants to know the impact of trauma, attachment, communication difficulties, unmet needs and environmental factors. It promotes a curious, compassionate approach that moves beyond labels and focuses on understanding what a child or young person may be communicating through their behaviour. Participants will explore practical, evidence-informed strategies for de-escalation, co-regulation, relationship-based support and creating positive environments that encourage emotional wellbeing and behavioural change. The aims are:

To understand the underlying reasons behind behaviour
To be able to differentiate between challenging behaviour and age-appropriate behaviour
To gain an understanding of the nature of challenging behaviour
To track and identify triggers in behaviour with your looked-after child
To clearly, precisely and objectively describe your looked-after child’s behaviour

63. Restorative Practice

Responding to children who behave in a challenging and unacceptable way – ranging from verbal abuse through criminal damage and antisocial behaviour up to assaults on carers – is a constant backdrop to working with looked-after children. Restorative Practice enables the building, maintaining, and repairing of relationships. The philosophy embodies a set of values and principles and a way of working with people that provides a common language and approach and enables the practice to be taught. This training aims to facilitate this learning:

To define a restorative approach
To identify the various methods of a restorative approach
To understand the features of restorative practice
To discuss the models of a restorative approach
To understand a restorative approach in the context of a range of problematic behaviours

64. Rules, Rights, Respect and Responsibilities for Pupils

Rules, Rights, Respect and Responsibilities is designed for pupils who exhibit behaviour that challenges; pupils with an inability to regulate their emotions and who struggle to make positive choices. These pupils tend not to take admit to their behaviour, who show no remorse and hold others responsible for their actions. The training provides:

A safe place in which pupils can let down their barriers
The setting of ground rules for the session and future experiences
Activities to define rules, rights, respect and responsibility
Why rules are necessary and why following them in school matters
An understanding of the school's behaviour policy

65. Safeguarding & Child Protection Training in Early Years (to Level 4)

This training is designed to allow staff to understand safeguarding and child protection with a specific focus on the early years sector. It covers child protection law and practice, how this is managed by authorities and what staff can expect in these processes. It also looks at working with parents and understanding concepts such as professional curiosity. It allows early years practitioners to understand the legal underpinnings of safeguarding and all the policies and procedures that inform their work. It also gives an understanding of dealing with a child’s disclosure. The training aims to:

Understand what safeguarding and child protection procedures are
Know the domains of abuse
Be aware of protective behaviours
Explore the necessity for professional curiosity

66. Safeguarding & Managing Allegations

Managing allegations requires essential knowledge and skills for all professionals working with young people who are looked after. Allegations are emotionally charged situations that require calm, informed and fair responses. This training supports understanding what to do, why it matters and how to maintain safety and trust for everyone involved. It explores what constitutes an allegation and the principles of fair process and trauma-informed communication. It highlights how attachment theory, safeguarding practice and emotional intelligence combine to create effective professional behaviours. This training aims to:

Understand what an allegation is and the importance of appropriate and prompt responses in all settings
Recognise the emotional impact that allegations can have on young people, carers and staff
Apply trauma-informed approaches to support everyone involved
Identify key steps when an allegation is made, including reporting, recording and communication
Apply best practice principles for maintaining fairness, confidentiality and professionalism
Respond with empathy and consistency, ensuring that safeguarding remains the highest priority

67. Safeguarding Workshop for Parents

Successful parenting includes providing children with an element of age-appropriate risk. This enables them to develop independence, make good decisions and know how to keep themselves safe. Children will naturally learn some skills in this area along with their peers, but a specific focus on Protective Behaviours gives a comprehensive framework for personal safety through confidence building and empowerment that links safety with having new and fun adventures. The workshop is informative, practical and purposeful with the tools to protect their children while fostering trust and open communication. The aims are:

Knowing the definition and importance of safeguarding
Considering what are safe environments; including school and online spaces
Protection from those intending harm; adults familiar and unfamiliar and other young people
Providing for a young person’s physical, emotional, health and wellbeing needs

68. Sensory Integration

This training is a comprehensive guide to understanding sensory integration, including what it means, disorders it is linked to, and how to help people who have a sensory processing disorder (SPD). It breaks down the different SPDs and provides techniques on how to help them develop further without upsetting or harming the person with an SPD. The course takes an in depth look at conditions that can coexist with an SPD, including Autism, Dyslexia and Dyspraxia, along with an explanation of the manifestations of the sensory disorder. The training’s aims are as follows:

Understand how sensory processing differences can affect a child or young person's emotions, behaviour, learning, participation, and daily functioning.
Recognise signs of sensory seeking, sensory avoiding, sensory sensitivity, and sensory overload across different environments.
Develop practical strategies to support sensory regulation, reduce distress, and create sensory-friendly environments.
Build confidence in adapting practice to meet individual sensory needs and promote inclusion, wellbeing, and positive outcomes.
To understand the impact of sensory integration impact on everyday life

69. Sensory Processing & Behaviour: Supporting Autistic Young People

Autistic young people are likely to experience sensory processing issues while at school. Distressed behaviours in autistic young people include what would normally be considered physically aggressive behaviour, such as slapping, biting, spitting or hair pulling. It can also include other behaviours if they are having a negative impact on the person or their family. They could be a number of reasons for this, including difficulty in processing information. Not being able to communicate their difficulties can lead to outbursts of distressed behaviour. During the session you will:

Be aware of sensory processing issues
Develop an understanding of sensory dysregulation
Have an appreciation of causes of stress and anxiety for autistic young people
Understand the impact of sensory processing issues on young people’s learning
Learn how sensory differences impact on behaviour
Know how to help autistic children and young people to live happier, calmer lives

70. Support Staff Training

The training for Teaching Assistants and Learning Support Assistants explores the challenges facing those working with children who regularly demonstrate behaviour they are challenged by which adversely affects their learning and, often, the learning of others. De-escalation techniques are included, with identification of the optimum times for using such interventions. Support is given in using positive approaches and behavioural change skills where children’s inappropriate behaviour is risk of reaching crisis, with useful suggestions and examples of good practice. Participants will:

Have considered their role as members of the support staff in their school
Have explored some of the qualities, skills and strategies necessary for their role
Have the opportunity to explore new approaches to support children with whom they work

71. Supporting Emotionally Vulnerable Children in Early Years

Emotional dysregulation describes behaviours that don't fall within the usual accepted range of young children’s reactions to events or experiences. It may be seen where there is a marked fluctuation in emotional responses, unexpected outbursts and separation anxiety; thus affecting social interactions, group dynamics and relationships at home and nursery/school. Children demonstrating emotional dysregulation may have experienced early childhood trauma, attachment disorder, neglect or abuse. This may include children with Autism, ADHD or other neurodivergent traits that are diagnosed or, as yet, undiagnosed. The aims are:

Recognising the signs of emotional dysregulation in young children
Having an understanding of detached emotional development
Identifying the behaviour of children with high levels of guilt, shame and anger brought about by the actions of others
The effects of ACEs within the child’s household that have an impact on their behaviour and learning
Supporting vulnerable children, those in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours

72. Supporting Positive Behaviour for Learning in the Early Years

This session enables early years practitioners to consider the learning environment in their setting and its effects for children with dysregulated behaviour. Practitioners will consider the ideal environment and how it is possible to review their current setting to optimise effective learning. Barriers to learning are explored in order to reduce the impact of behaviours that challenge and demonstrate effective responses to address disruptive incidents. Practitioners are able to formulate a clear framework to support children in achieving their behavioural goals. The session helps to:

Appreciate the impact of a positive learning environment
Identify the actions practitioners can use consistently when a child is becoming anxious or agitated
Use knowledge of children’s behaviours in order to meet their own unique needs
Explore new approaches to support children in the setting

73. Team Building for Educational Settings

This training explores the importance of building a positive team culture in educational settings, the different roles and responsibilities within a team and look at several team building models and practices to consider. Participants will be able to assess the benefits of effective team building, develop their own team building action plan and promote a positive team culture in their setting. The aims are as follows:

To know what team building is and its importance in their setting
To understand the different roles and responsibilities within a team
To understand effective team building strategies
To know how to promote a positive team culture in their setting
To know how to evaluate the impact of team building

74. The Effects of Poverty on Learning

Financial disadvantage has significant effects on learning outcomes in the UK. Addressing the effects of poverty on learning requires a multifaceted approach that considers individual circumstances, provides support and promotes inclusivity in schools. Whilst most adverse childhood experiences [ACEs] affect the learning outcomes for young people, poverty can also hinder aspirations, undermine self-belief and limit life choices. It shortens life expectancy and perpetuates inequality. This training aims to:

Highlight the necessity for learners to have better opportunities and support
Help practitioners equip young people with the skills, knowledge and motivation to challenge social norms and break the cycle of poverty
Address child poverty through holistic approaches to education and emotional wellbeing
Foster a wholly inclusive space in which opportunities are equitable and fair

75. The School-to-Prison Pipeline: Stemming the Flow

The concept of the school-to-prison pipeline disproportionately affects certain learners, leading them from educational institutions into the criminal justice system. In the UK, this issue is a cause for concern, particularly for people of colour and those from marginalised backgrounds. Potentially, they face a trajectory from school exclusion to eventual involvement in substance abuse, criminalisation, exploitation, mental ill-health and ostracism from society. Learners who are supported to disrupt and eventually eradicate “the self-fulfilling prophecy” will lead satisfying and successful lives. This training:

Explores strategies to address and mitigate the school-to-prison pipeline
Helps to identify at-risk students and provides early and targeted interventions
Promotes processes for addressing behavioural issues rather than resorting to exclusion
Explores alternative approaches that reject punitive measures of isolation and suspension
Advocates restorative justice practices that focus on repairing harm and building relationships

76. The Value of Early Intervention in Supporting Emotional Wellbeing

Emotional wellbeing is fundamental to healthy development, positive relationships, learning and long-term life outcomes. Early intervention enables practitioners, parents, carers and professionals to identify emerging emotional and behavioural needs before they escalate into more significant difficulties. By providing timely support, building protective factors, and strengthening resilience, early intervention can improve outcomes for children, young people and adults while reducing the need for more intensive interventions later. The aims of this training are:

To develop knowledge of the factors that influence emotional wellbeing and how emotional difficulties can present across different ages and stages of development.
To help participants identify early indicators of emotional distress, poor mental wellbeing, and emerging behavioural concerns.
To equip participants with practical, evidence-informed strategies that promote emotional wellbeing, resilience, and positive coping skills.
To enable participants to create safe, nurturing, and responsive environments that support emotional wellbeing and encourage help-seeking when needed.

77. Time to Talk™

TimetoTalk is a nationally acclaimed preventative programme designed to address the pervasive levels of gender-based violence. It responds to the issues identified within Ofsted’s 2021 Rapid Review Report and aligns with the National Strategy for Violence Against Women & Girls by creating safe spaces for young people to explore the factors that underpin and drive VAWG. Research shows that girls in school can feel very uncomfortable in the presence of boys who demonstrate unwanted behaviours. It may be due to the language they use, the way they stereotype particular girls or the messages on social media about how girls and women can be treated. The Time to Talk programme aims to:

Include thought-provoking content that challenge us to look again at gender norms, stereotypes and the everyday messages young people receive
Use clear, high-quality evidence-based resources
Reinforce how importantly early interventions can impact positive outcomes
Create safe, reflective, non-judgemental spaces in which to discuss and explore respect, safety and equality
Address misogyny, harmful sexual behaviours and victim-blaming proactively
Support schools and professionals to have braver conversations about VAWG

78. Training for Anti-Racist Practice in Education - TARPIE™

There are three levels of delivery. The Growth Zone includes senior staff and stakeholders who can use the content to influence anti-racist conduct on a wide scale within their organisation. The Learning Zone is for those who are very aware and participating allies, who demonstrate non-racist practice and are moving towards anti-racist practice in their settings. The Basic Zone helps those who want or need to have a greater awareness of the issues relating to racism in education. This training is suitable for all practitioners from early years to higher education. It aims to:

Explore non-racist awareness and aspects of culture, diversity, equity and inclusion
Recognise unconscious bias, microaggressions, racist behaviour and language
Provide the knowledge and skills needed to demonstrate anti-racist practice in education
Respectfully challenge the barriers and myths used to block anti-racist practice

79. Transactional Analysis: Child, Adult & Parent Relationships

This training course is an introduction to Transactional Analysis which is specifically tailored to the needs of the school. The course highlights for Senior Leadership, Teaching Staff, Teaching Assistants, Learning Support Assistants and One-to-One Support Staff how to address the behaviour of children and using psychological models for encouraging healthy emotional development and relationships. The activities included enable staff members to appreciate how their responses to children can be beneficial or detrimental to the development of children’s behaviour and emotional well-being. The training helps to:

Provide an insight into the motivation of the behaviour of others
Develop and maintain effective relationships between adults and children
Identify the most beneficial perspective to employ in addressing behaviour that challenges

80. Transition Support for Year 2 & Year 6 Pupils

The training is offered for pupils in Year 2 and Year 6 and delivered in the Summer Term prior to their move to secondary education. Transition support is offered as a single one-and-a–half hour session delivered in the form of a short drama, poem and discussion. The pupils are then given 40 situations in which they might find themselves before or during their first few weeks in Year 3 and Year 7 and can add 10 of their own. Ongoing work with their class or year group enables them to find the solutions to the problems or dilemmas they may face, producing a ‘Survival Guide to Year 3’ or ‘Survival Guide to Year 7’ for them to refer to as they may need to. The issues explored include:

Worries, fears and anxieties, hopes, dreams and expectations
Resolving problems and dilemmas
Knowing when and where to go for help

81. Understanding Citizenship Workshop for Pupils

As children move through Key Stage 2 and beyond, they are often given additional responsibilities and sometimes privileges. It is important that children understand that these responsibilities are to be earned and taken seriously as much as the children are aware of their rights they need to know the correlation between one and the other. The workshop includes:

Knowing what responsibilities are entail when being selected for a role
Being clear that for 'senior' positions in school excellent behaviour is expected
Consistent sanctions where the undesired behaviour occurs

82. Valuing Differences as Uniqueness

This training requires professionals to look deeply at the attachments, experiences and cultural influences that make up who they are so they can build authentic relationships with children, young people and families – fully appreciating and celebrating the diversity and uniqueness of each individual. It will also look at the different types of bias and how these might affect day-to-day working. The aims are as follows:

To learn how to manage diversity and promote equality
To know the different types of prejudice and discrimination that can affect colleagues
To know why it is important to provide care which respects and preserves each colleague’s protected characteristics as defined by the Equality Act 2010
To understand the equality of opportunity and anti-discriminatory practice
To know how individuality, difference, and diversity are valued and celebrated

83. When I Get Angry: Seeing Red Workshop for Pupils

This workshop is for children's whose behaviour is characterised by impulsive, irregular and irrational acts. Where children's behaviour is verbally or physically aggressive, includes insults, threats or swearing often describe an episode similar to 'the red mist' coming down before they have the thought process or opportunity to stop themselves. The training provides:

An awareness of a range of negative feelings
Identifying that frustration, disappointment and failure are natural feelings
Developing their emotional intelligence and emotional literacy
Recognising negative feelings in others and building their tolerance
Learning to use patience, willpower, time out and similar strategies to calm their feelings

84. Why Do I Feel Like This? Listening to My Feelings

This workshop is Covid-19 inspired. Its content has the flexibility to be delivered to all age groups from Key Stage 1 to adults. It's suitable for a class, small groups or individuals and includes the thoughts and feelings of the participants at the outbreak of the pandemic, during the lockdown periods and subsequently as social restrictions have been lifted. There is signposting to individual and group support for children and young people, including therapeutic interventions through telephone and video (eg: online counselling). Targeted individual and group support for vulnerable groups through telephone and video consultation from qualified practitioners. The workshop includes:

Feeling able to put their anxieties in perspective
Learning strategies for calming down and managing intrusive negative thoughts
Accepting and recognising that everyone has, in some way, been affected by Covid-19
Understanding the loss of control, isolation and anxiety they are likely to have been feeling

85. Why Should I? Workshop for Key Stage 1

Whilst most young children welcome and thrive where routines and rules are clear, some children find this a challenge. Most often these children don't have well-enforced boundaries at home; they don't understand the expectations adults have that they do the right thing when asked and usually don't respect the feelings or property of others. The workshop includes:

Role play and humour that the children will enjoy
An understanding that routines include what is happening now and next
Recognising that respect should be given to everyone and practice using suitable language

86. Workshop for Anti-Racist Practice in Education - WARPIE™

This workshop can be delivered as an introduction to Training for Anti-Racist Practice in Education TARPIE™. It includes elements of adultification, unconscious bias, microaggressions, White privilege, equity and intersectionality. It is an interactive session to:

Explore an equitable approach to discrimination and examine cultural competency
Help to move from non-racist to anti-racist practice
Inform the setting's future good practice
Develop approaches to ensure the achievement of all learners

Aluna Behaviour Consultancy Fees

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Training Services & Fee Structure

Standard packages for support and training. For bespoke work, please email to discuss what is most suitable for your needs.

Service	Duration	Format	Fee	Action
Consultation Meeting	30 mins	Online	Free	Book
Consultation Meeting	1 hour	Online/in-person	£75.00
Consultation Meeting	2 hours	Online/in-person	£125.00
Consultation Meeting	3 hours	Online/in-person	£175.00
Planning & Observations	1 hour	In-person	£85.00
Planning & Observations	2 hours	In-person	£145.00
Planning & Observations	3 hours	In-person	£195.00
Pupil Support/PSHE Sessions	1 hour	In-person	£85.00
Pupil Support/PSHE Sessions	2 hours	In-person	£145.00
Pupil Support/PSHE Sessions	3 hours	In-person	£195.00
Whole School Assembly/Parent Info	1 hour	In-person	£75.00
Coffee Morning/Afternoon for Parents	1.5 hours	In-person	Free	No Fee
Behaviour Workshop - Conferences	1 hour	In-person	£225.00
Behaviour Workshop - Settings	1 hour	In-person	£145.00
Behaviour Workshop - Settings	2 hours	Online	£245.00
Behaviour Workshop - Settings	2 hours	In-person	£255.00
Professionals Workshops - Behaviour	2 hours	Online (per person)	£55.00
Professionals Workshop - Anti-Racist	2 hours	Online (per person)	£65.00
Professionals Training - Behaviour	3 hours	Online (per person)	£75.00
Professionals Training - Safeguarding	4 hours	Online (per person)	£95.00
Behaviour Training	2 hours	Online	£375.00
Behaviour Training	2 hours	In-person	£425.00
Behaviour Training	3 hours	Online	£450.00
Behaviour Training	3 hours	In-person	£475.00
Diversity, Equity & Inclusion Training	2 hours	In-person	£500.00
Diversity, Equity & Inclusion Training	3 hours	In-person	£550.00
Anti-Racist Practice - Taster	1 hour	In-person	£245.00
Anti-Racist Practice - Introduction	2 hours	In-person	£475.00
Anti-Racist Practice - Learning Zone	2.5 hours	In-person	£575.00
Anti-Racist Practice - Growth Zone	3 hours	In-person	£675.00
Specialist Safeguarding - Early Years & Primary	4 hours	In-person	£625.00
Time to Talk Programme (4 Sessions)	4 hours	In-person	£625.00
Comprehensive Support Package	10 hours	Online/in-person	£850.00
Comprehensive Support Package	18 hours	Online/in-person	£1,350.00
Comprehensive Support Package	30 hours	Online/in-person	£2,150.00
Comprehensive Support Package	42 hours	Online/in-person	£2,950.00
Comprehensive Support Package	60 hours	Online/in-person	£4,250.00