Blog

It is essential to remember that when we label or name our emotions, it helps to calm down the emotional activity in our brain.

We were delighted to have sponsored the 2024 Phoenix Heart Awards, an annual event to recognise and honour the remarkable achievements of Phoenix Team Members in bringing the values of Nurture – Flourish – Grow to life.

The emphasis on Wellbeing in schools is both timely and crucial. Recognising the importance of Mental and Emotional Health in the development of young people is a significant step towards creating a supportive educational environment

As part of a series of blogs about supporting transition, we are focusing on how Motional can be used as a tool to support schools and other settings during transition periods. This includes when a child moves between school years…

All children require support during times of change, regardless of the nature of the change. Find out how to support a child through a transition period, particularly the step from primary to secondary or middle school...

A well-structured plan to develop an emotionally healthy culture throughout the whole school, not only benefits staff and students, but also provides evidence around Emotional Wellbeing and Personal Development to inspection bodies...

We all know that school attendance is compulsory for the vast majority of children, but the real question is: if they didn’t have to attend, would they? We explore the ‘I Can’ and 'I Will' factors of School Attendance.

Statistics indicate that over 25% of individuals with severe or profound intellectual disabilities may experience Mental Health challenges. We’ve been chatting to Dr Julie Calveley, Director of Nurturing Affective Care, to further enhance our knowledge in this area

We explore why discussion and increased exposure around children's mental health should be just the starting point of a conscious effort to adopt proactive approaches towards Emotional Wellbeing and Mental Health.

What is an ‘emotionally available adult’? How can a school identify pupils who may be more at risk of or experiencing difficulties? Should every child have an emotionally available adult? How do you achieve ‘emotionally available staff’ in a busy…