Recently, the pupils at the SEMH provision I run created a ‘laser room’ using a roll of string we found in a skip.

This hands-on activity represents a crucial aspect of learning that I support throughout our curriculum —encouraging creativity and discovery among our students.

While I am a strong advocate for integrating technology into the explicit teaching in the classroom, including artificial intelligence, robotics, coding, and gamified learning apps on iPads, I also believe in the significant value of more traditional, tactile experiences. Engaging children in building projects with cardboard boxes and other recyclable materials fosters an environment of discovery learning. This approach can help address developmental gaps that many of our pupils may have experienced during their early years, contributing to the dysregulation.

Creating something tangible not only stimulates curiosity but also promotes problem-solving skills, team work and turn taking as children navigate the challenges of construction.

I also believe that ‘building’ develops self esteem and increases the window of tolerance a pupil has to applying themselves to a task. I think this is then transferable to tasks that originate from explicit teaching in subjects like phonics, maths handwriting etc.

By blending innovative technology with hands-on projects, we can provide a well-rounded educational experience that caters to the diverse needs of our learners. Ultimately, it’s about striking a balance between the digital and the physical, ensuring that every child has the opportunity to thrive.