Support for schools and institutions
Some situations put a heavy strain on a team. Despite the observations, discussions and adjustments already tried, a pupil may remain in difficulty, incidents may keep recurring or the professionals may no longer know which avenues to prioritise.
At the management's request, I offer an outside educational perspective and a temporary presence, as close as possible to the situation. The aim is not to bring a ready-made solution, but to help the team better understand what is going on, identify the resources present and build a few consistent, workable responses.
When to call on me
An intervention may be worth considering when a team is faced with:
- a pupil still struggling despite the adjustments already tried;
- behaviour that disrupts learning or the life of the group;
- moments of withdrawal, opposition or emotional overwhelm;
- transitions or changes that are particularly difficult;
- differing readings of the same situation within the team;
- a need to prepare continuity between school, family and the network.
What I can offer
The service is defined with the management and may combine several forms.
Observing in context
An outside perspective in class, during a transition or a group activity, focused on the pupil, the task and the environment.
Analysing with the team
A time to compare observations, tell facts apart from interpretations and build shared hypotheses.
Supporting the pupil
A temporary educational presence to help them through a difficult moment or try out a strategy, according to a defined objective.
Building tools
Visual supports, adjustments to instructions or transitions, ready to be used directly by the team.
How does an intervention work?
- 1
Clarifying the mandate
The management sets out the situation, the expectations, the framework, the duration and the flow of information.
- 2
Observing on the ground
The intervention takes place during the moments identified, as close as possible to the reality of the classroom.
- 3
Choosing a few directions
The team selects a limited number of objectives and adjustments to test, with each person's role.
- 4
Trying out and reviewing
The tools are tested then adjusted; a short summary can be given to the management.
Within the complementarity of roles
My intervention forms part of the school's project. It replaces neither the teacher, nor the educator already in post, nor the specialists in special-needs education, psychology or health: it provides temporary educational support, centred on daily life and the pupil's participation.
Framework and confidentiality
The mandate is established with the management. Informing and obtaining the agreement of the parents, as well as any necessary authorisations, are determined before the intervention according to the applicable framework. The information gathered stays limited to what is useful to the mandate.
Request a first contact
A first conversation with the management makes it possible to clarify the situation, the institutional framework and the form of intervention that could be considered.
Get in touch