Education Adviser at SFE, Claire Steele, discusses some simple and practical ways for educators to change the morning routine to best support all pupils with a “softer landing”…   

I’d like you to consider these two questions: 

• How have the behaviours we see in mainstream classrooms changed over the past few years?

• How do we meet the needs of pupils with SEND effectively, including managing their behaviours?

Now I pose another question for you to consider:  

• Can catering for one of these issues, effectively improve outcomes for all?

Here at Services For Education we believe that what is good practice for meeting the needs of pupils with SEND, is good practice for ALL children….and will lead to calmer, more settled children who are ready to learn, which in turn will mean that learning is more meaningful, behaviour is calmer and outcomes for all will improve. 

But how do we do this? 

Think about children with different SEND needs in the classroom – those pupils affected by trauma, the emotionally vulnerable, with attachment needs or neurodivergent.  

These children can find the set up that we usually see in classrooms too much to take. Think about tables in rows, close together, bright harsh lights and the loud noise levels we can sometimes have – particularly first thing in the morning.   

For children who have come to school without a stable start to the day these factors can be too much to deal with and can make a good start to the school day almost impossible.   

But even for those who have had a good night’s sleep, breakfast and a positive word as they set off for school, it can still be overwhelming to start the day with all of this sensory input. 

How can we do it differently? 

Now consider changing that morning routine to make a ‘softer landing’ for all pupils.   

1. Instead of noisy chatter in the classroom, play some calming music and encourage the pupils to enter quietly.   

2. Offer breakfast for all children should they want it.  

3. Have ear defenders available for those who feel the need for them on entry to school.  

4. Rather than harsh lighting, embrace only the natural light in the room, or add dimmed lights to create a calmer atmosphere. 

5. Think about seating – do children have to come in and sit at their desks? Could they choose where to sit? Or have friendship groups together first thing, allowing those who want to be on their own to do so?   

6. Try not to sit children with their backs to the door, as being able to see the way out calms children who fear being trapped.  

7. Fill the room with positive affirmations and make sure that there are fidget toys available for any child who wants to use them at the start of the day.   

Most importantly of all – you as the adult in the room set the tone.   

8. Greet all children by name as they come in to your space, speak calmly and give verbal reminders to guide them through the morning. E.g. ‘In two minutes we will be putting everything away and moving to our seats ready for the register’ 

What affect will these changes have? 

Give it a try and see for yourself! Once these new routines are embedded, children will relax into the day feeling comfortable and welcome. Not asked to immediately switch from the home world to the school’s expectations.  A truly ‘softer’ start to the day.   

If you want to take it further, consider swapping ‘high function’ morning task such as maths starters, sentence work or reading comprehension, for ‘low function’ mindfulness tasks to allow children time to settle into school and become ready to embrace the school day. 

By giving children this important time to transition from home life into the school day we are setting them up as best we can for a successful day.  

By constantly being that calm presence, narrating the day to pupils, we can help guide them through some of the difficulties starting the day can bring. 

Summary 

This is just the tip of the iceberg – pacing the day, signposting changes, maintaining that sense of calm, using collaborative planning to help students feel a sense of ownership over their day – these are all part of a suite of small changes to the traditional daily routine that can really alter the ability of children with SEND to succeed in your classroom. 

Think about these in relation to your own classroom – is there one small change you could make in the morning to help some of your pupils have a ‘softer’ start to the day?  

If you found this blog useful, you may also be interested in reading the following blogs: 

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  About the Author

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts. Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs).

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the wellbeing of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding practices at every level.

Working as part of our team of advisers, Claire delivers high-quality, comprehensive safeguarding training and conducts thorough safeguarding audits in schools. She also champions SEND and equality, ensuring these values are central to all aspects of her work.