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A culture of connection How we build calm: co-regulation and emotional literacy at Gretton School A t Gretton School, you won’t find ‘co-regulation’ or ‘emotional literacy’ presented as a separate
communication, regulation and self- awareness are consistently reinforced in every lesson, conversation and activity. Embracing emotions Emotional literacy is about more than simply recognising emotions, it’s about supporting our young people to understand, express and navigate both their own feelings and those of others with confidence and self-awareness. At Gretton, this is a vital part of preparing our autistic learners for the next steps in their lives, helping them to build the interpersonal skills they need beyond school. We also recognise that, for the unique young people we work with, managing and understanding emotions can present particular challenges. By offering tailored support and guidance, we aim to empower each learner to communicate their needs effectively, explore their emotions safely and develop strategies that help them thrive, both now and in the future. All of our young people have a natural desire to develop healthy relationships and communicate effectively. Yet, within
lesson or stand-alone strategy. What you will find is how deeply these principles are integrated into everything our staff and learners do – it’s a way of being; a shared language of calm and connection that shapes every interaction, every moment and every day. Gretton School is an independent specialist provision for autistic learners in Cambridge. Every child and young person here has a diagnosis of autism and an education, health and care plan (EHCP) tailored to their individual needs. Beyond that, the common thread is that mainstream education simply didn’t work for them. At Gretton, learners are supported by a holistic package that nurtures both their academic and emotional growth. Our approach is not about ‘adding’ therapy into the day, it’s about ensuring that therapeutic thinking is woven into the fabric of school life and becomes part of their everyday experience. This means that skills in
KEY STRATEGIES Gretton School’s approaches are positive and trauma-informed
mainstream settings, their attempts can often be misunderstood or misinterpreted, leading to behaviours that can sometimes be labelled negatively. At Gretton, we understand autistic learners need specialist educational provisions that recognise differences in behaviour or presentation are rarely
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