Supporting pupils to regulate emotions, resolve conflict and build confidence during unstructured times

In this large primary school, rising levels of emotional dysregulation - particularly during playtimes - were limiting pupils' readiness to learn, especially for those with communication and interaction needs. Analysis of pupil voice, staff observations and SEND data highlighted difficulties resolving conflict and articulating feelings. Leaders introduced a coordinated social-skills approach, including structured lunchtime groups, behaviour-mentor-led interventions, staff training using Black Sheep resources, and shadowing to build staff confidence. Evidence of impact includes calmer transitions after breaktimes, increased staff confidence in delivering SEMH interventions, clearer accountability for EHCP targets, and more consistent support for emotional regulation. The work has strengthened inclusive practice during unstructured times and improved pupil wellbeing.