Staff Resources

This guidance is based on the document created and circulated by Dr Talya Greene in response to 7th October 2023. Information here is relevant and helpful to support students and staff at the difficult time.

Noa’s research explored the lived experiences of six neurodivergent girls navigating a neurotypical world, with a focus on how this shaped their school life, emotional wellbeing, and social interactions. Key themes included feeling misunderstood, sensory overload, the pressures of masking, anxiety, and the need for routine. The study highlighted the deep emotional toll of trying to fit into environments not designed for them, and the importance of greater awareness and understanding from educators. The findings are powerful in understanding how we need to support these pupils staying in education.

The Netflix series, Adolescence, has had a huge impact on society and highlighted the need for positive male role models in schools. PaJeS, in collaboration with Jewish Women’s Aid and Beyond Equality, hosted an workshop for any male staff, both teaching and non teaching,  to learn and to explore this area further and to champion this important role in their school.

This Barnet Education and Learning Service report offers a clear understanding of Emotionally Based School Avoidance together with resources for supporting children in mainstream schools who may be struggling with their attendance.

This leaflet explores risk and resilience factors for EBSA that are particularly relevant for Children and Young People (CYP) attending Jewish Schools which may be additional to those covered in the original Barnet EBSA Guidance.

This evidence based guidance has been commissioned by PaJeS to support schools to make informed decisions about their pupils and smartphones.

Guidance for welcoming Israeli children into UK schools by Educational Psychologist, Dr Gemma Handelsman