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Becoming an Adoption-Friendly School

A Whole-School Resource for Supporting Children Who Have Experienced Trauma or Loss - With Complementary Downloadable Material
Regular price £29.99
Regular price Sale price £29.99
Adopted children who have experienced loss, abuse or neglect need additional support for their emotional development, and are more likely to have special educational needs. This useful resource provides a complete plan for creating adoption-friendly environments in primary, secondary and specialist schools.

The book is grounded on new research which gathered together testimonies from over 400 school staff members, adoptive parents and adoption specialists. With realistic consideration of pressures and limitations currently faced by schools, it gives advice on eight key areas for school development, including communicating with parents, training staff, using resources wisely and recognising children's individual needs. Completing the toolkit is a broad selection of photocopiable and downloadable plans for establishing adoption-friendly frameworks, and for demonstrating good practice to staff, pupils, families and school inspectors.
  • Published: Apr 21 2017
  • Pages: 208
  • 292 x 210mm
  • ISBN: 9781785922503
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Press Reviews

  • Daniela Szmigielska Shanly, proprietor/founder of Beech Lodge School and adoptive parent

    This excellent comprehensive guide has been compiled with tremendous insight into the challenges faced by adopted children and those who live and work with them. Informative, accessible and authoritative, it gives educators the practical tools to implement a more empathic and thoughtful approach in their schools.
  • Laura Dunstan, Senior Specialist Educational Psychologist for Children in Care & Post Adoption and Associate Fellow of the British Psychological Society

    This authoritative book has the power to inspire and transform school practice in supporting not only adopted children but the entire school community. How? The authors present a text brimming with practical wisdom that is confidently underpinned by psychological theory, leading to compelling reasons for sustained change in schools.