Physical symptoms
Physical complaints (like headaches or stomach aches) that do not have a clear medical cause, often linked to emotional distress or anxiety.
Presenting Barriers or Challenges
- Soiling
- Frequent use of the toilet
- Headaches
- Blurred vision
- Under/over eating
- Stomach pains
Examples of Provision and Strategies
- Liaise with parents and carers: Understand whether the learner has been unwell or has expressed similar feelings at home (e.g., "XX mentioned a stomach ache today—have they mentioned anything similar at home?").
- Model reflective thinking: Use open-ended questions to explore the learner’s experience (e.g., "Sometimes when we feel sick, hungry, or tired, it can be our body’s way of telling us we’re worried or upset. I wonder if that’s how you’re feeling?").
- Use whole-setting approaches: For example, Zones of Regulation to help learners make connections between physical sensations and emotional states (e.g., "When I’m in the blue zone, I sometimes get a tummy ache too.").
- Provide regular opportunities: Allow learners to express their feelings discreetly (e.g., install an "I Wish My Teacher Knew" box or create peg systems on a Zones of Regulation chart).
- Use tools: Such as the Pupil Voice Pack or School Wellbeing Cards to gain insights into the learner’s strengths and challenges at school or home.
- Maintain a log: Record physical and emotional indicators to identify patterns or triggers both in and out of school.
- Investigate sensory profile links: Where appropriate, investigate links between the learner’s sensory profile and their physical experiences to better understand their needs.
- Provide stress-reducing activities: Offer opportunities for learners to engage in preferred activities that reduce stress and anxiety (e.g., coloring, gardening, animal care, outdoor play, messy play, sensory activities).
- Timetable consistent check-ins: Schedule regular meetings with a trusted adult and offer varied opportunities for learners to share their feelings.
- Offer toilet passes: Where appropriate, to reduce anxiety around using the toilet during busy or stressful times.
- Incorporate social stories: Help learners identify and understand their emotions in a relatable and structured way.