An enabling environment is a rich and varied space where risks are minimised, well managed and children are protected from harm and abuse. (Early Years Alliance 2019). However not all children grow up in enabling environments which can lead to a range of behaviours.
DC40037531
In order to succeed children and young people need safe, supportive environments and to be given opportunities to develop in a healthy manner enabling them to thrive. The learning environment is an important factor to be considered in the learning of all pupils, but is especially important to the learning of pupils with special educational needs and disabilities (SEND). As simple characteristics which may not be noticed by others, can have significant effects on the comfort, concentration and engagement for these children.
Within the environment individuals behave in response to their physical, emotional and social needs (Moudon & Lee 2003). Children and young people’s behaviour can be impacted by the environment in which the behaviour takes place. Due to many influences, including a child’s development and differences in metabolic function. In turn, children can also influence the environment by their presence and activities. (Greene, et al., 2013; Lindheim & Syme 1983).
There are many environmental factors which can influence a child or young person with SEND's behaviour. Some of which are discussed further below.
Tes 2018
Community play things 2010
Teachers need to have the expertise to teach children within challenging complex situations (Sleeter and Owuor 2011). This can be done through the steps teachers take in creating an environment that supports all areas of children's needs (Evertson and Weinstein 2006). Classroom management includes how a teacher sets up a classroom in order to engage children, allow them to corporate and manage behaviour (Emmer and Stough 2001). However, classroom managemnet for some teachers is very challenging and has been reported to be one of the biggest factors in 'teacher burnout' and job dissatisfaction (Sokal et al. 2003). Classroom management is even more crucial when children have SEND. As children with SEND often experience social difficulties (Farmer, et al,. 2016) causing further need for teachers to be adaptive and flexible in managing social dynamics (De Arment, et al,. 2013).
Ginsburg, 2011
Classroom environments have changed over the years and should continue to evolve in order to meet children's needs. Children in early years and early primary years tend to no longer sit in rows with the teacher teaching from the front. Teachers are now often seen working alongside the children. However, as children progress further through education you still tend to see classrooms laid out in rows with the teacher stood at the front. This is pointed out within recent research. Showing that there is not enough support for changes to be made within the higher education teaching and learning environments (Acton, 2018; OECD, 2019).
Creating an environment with a plain layout that can be added to over time creates excitement that can help to engage and challenge children. This can be done by adding more resources and new colourful displays gradually as the topic progresses. The reasons for creating colourful sensory-rich environments is to bring out the positive effects on development that have been found from providing sensory enrichment from a young age (Lewis and Maurer, 2009; Clemenson et al., 2015). However research into colour has shown that colour can affect children's moods, lucidity and energy levels (Englebrecht, 2003). Evidence was found by Fisher, Godwin and Seltman (2014) that more children were distracted and displayed off task behaviour in visually complex classrooms. Classroom size and layout can have an important effect on children's behaviour. However these features are often overlooked (Weinstein and David, 1987; Rivlin and Weinstein, 1984).Therefore, it is important for teachers to carefully consider the layout and colours used for their classroom.
LDAOeng, 2018
Many studies have been carried out over the years. Which have provided positive evidence towards the association between physical activity and the environments in which children live (Colabianchi, 2009 ). Initially the focus of the studies was individual determinants. Research later moved onto focus on social ecological studies. From these studies it was acknowledged that behaviour is influenced by many elements of various sources (Giles-Corti and Donovan, 2002)and across multiple degrees (Fisher, Li and Bosworth, 2004). However, although this evidence is limited the studies give reason to believe that by carrying out interventions, to remove environmental barriers and providing children with more opportunities to take part in physical activity, can have a positive affect on a child's behaviour. In turn by increasing a child's physical activity it will help with things such as obesity and weight gain which causes energy depletion and behavioural issues (Hill and Peters 1998).
The intergovernmental panel on climate change (IPCC) revealed that the rapid increase in climate change is causing a threat to the mental health and psychosocial well-being of children creating a rise in emotional distress, anxiety, depression and suicidal behaviour.
The environment is linked to the second level of Maslow's Hierarchy of needs as this level is about the individual’s safety and the need to maintain/create a safe environment. Maslow (1943) states this level has been met when a child is protected from any physical or phycological danger. Bellotti et al (2015) agreed with Maslow's theory however, they did not believe that the lower levels needed to be fulfilled first, in order for the higher level needs to be met. Stating that higher needs can supersede basic needs.
To create an enabling environment, teachers must take into account not only the physical environment but also the emotional environment, whilst recognising the importance of home-school relationships. Focussing on how safe at school and at home the children feel. Bronfenbrenner’s (1979) Theory states that human development is a process influenced by the interaction children and young people have in different aspects of the environment. Relationships that children and young people develop can have a big influence on their behavioural needs. Like Bronfenbrenner (1979) believed; when children learn and move through the ‘chronosystem’ interacting with their peers and the environment they develop not only physically but emotionally and socially (MacBain and Gray, 2017).
Children and teachers within a setting form part of the environment for their peers (Grimm and Railsback, 2005). Following Vygotskys's theory being the more knowledgable other. For more about Vygotskys theory see Theories page. This however can sometimes cause issues for children with SEND when a child’s or adult’s behaviour within that environment is different from the norm, as children with SEND do not always have the abilities to understand the reasons behind this. Challenging behaviour can cause an impact on how other children and young people behave in response to their physical, emotional and social needs (Moudon and Lee, 2003). For some children disruptive behaviour in classrooms caused by other children can cause them to feel unsafe as it can bring back past painful memories, whereas other children may fail to resist to peer pressure (Belsky& Pleuss, 2009) or lack of social support (Masten, 2014) and copy/join in with the behaviour.
Department of Health (2005)
The environment in which we grow up in has a major impact on a child’s mental health. According to the World Health Organisation (WHO) (2022) more than 10% of adolescents and children are affected by mental health problems. Even with these statistics’ ignorance is often shown to the various environmental factors of ever day life that have disastrous effects on a child’s mental health (Basu and Banerjee, 2020). Looked after children are more likely to have experienced mental health issues (SEND code of Practise, 2015). These Mental Health problems can manifest themselves in behaviour. Due to these experiences’ children may struggle with managing strong feelings, forming trusting relationships, sensory processing difficulties and difficulties in coping with transition and change (Centre on the developing child 2023). Dr Neira (2021) from the department of environment, climate change and health at WHO states there is not enough support available for people dealing with these effects. The intergovernmental panel on climate change (IPCC) revealed that the rapid increase in climate change is causing a threat to the mental health and psychosocial well-being of children creating a rise in emotional distress, anxiety, depression and suicidal behaviour. More information can be found on Mental Health and Behaviour in schools by clicking here.
Within the early years foundation stage (EYFS), children have access to a range of areas within the classroom that they access through continuous provision. Continuous provision allows a child to continue to investigate and learn with the absence of the adult. By having access to continuous provision it allows a child to have the freedom to interpret the environment adults create in their own way (Bryce-Clegg, 2015). Many settings continue this until the end of year one. However, after year one many children only have access to teacher led learning and do not experience the opportunity to be free and follow their own paths of learning. This is mainly due to the pressures teachers face in ensuring children meet government 'national standards'. Whilst there is some evidence to suggest that children achieve higher grades from this type of teaching. There is also evidence to suggest that it can lead to extinguish a love of learning and poor motivation (Sullivan, 2016). A study by Watkins (2010) shows children preform better when teachers do not express concern about results. Due to this children were more motivated, better behaved and more strategic thinkers.
Donaldson, n.d.
Department for children and youth affairs 2016
“Know the child’s triggers and avoid the need for punitive action. By recognizing children who have been exposed to trauma and creating an environment that allows them to feel safe, many behavioral problems and disciplinary measures such as detentions, suspensions, and expulsions can be avoided.”
McInerney & McKlindon, 2014
The Send Code of Practice (2015) outlines a focus on removing barriers to learning within different environments through inclusion in education settings. However, the extent to which inclusion takes place within settings depends on how inclusion is defined within that setting (Loyd, 2008). Statistics have shown that SEND provision places have drastically dropped (DfE, 2018). Many local authorities are also unwilling to assess for SEND due to the costs (DfE, 2011). With evidence showing that provision is only being made for children of parents who are most effective in getting their voice heard or have the best support in doing so through schools (Tickle, 2017).
Adults must create enabling environments in schools that allow the child to feel emotionally secure and safe in all areas of the environment” (Winnicott, 1945), if we are to provide fully inclusive environments for all children, including those with SEND. These environments should develop and embed meaningful opportunities for positive behaviour and experiences. This does not take away the need for specialist interventions, but instead complements a whole school ethos of positive wellbeing and develpment of all children.
Children learn most effectively through changes in stimuli, hands on experiences and physical involvement (Hale, 1994). They require a variety of different textures from sand and water to carpet and pillows in order to meet there basic physical needs (Prescott, 1994). Children with SEND are one of the most vulnerable groups within society. This largely stems from the effects of the sensory built environment in which they live (Waltz, 1996). Sensory processing has been highlighted as one of the biggest causes of challenging behaviour amongst both atypical children and children with SEND (Jordan & Powell, 1995; Hatch-Rasmussen, 1995). Williams (1996) Claims that many children that experience sensory overload can express behaviours such as; rocking, humming, flapping and spinning. Where as, Rimland & Edelson (1995) claim these behaviours could just be because a child is stressed or bored. Many children with SEND, especially those with Autism, struggle with differences in their sensory processing integration. Meaning the world we live in is unpredictable. Due to sudden changes in the environment, a child can quickly become cognitively overloaded. These encounters emphasise a further intolerance of uncertainty in Autistic children (Boutler et al., 2014). Which is then made worse by sensory sensitivities (Wigham et al., 2015). Environmental interventions put in place to help control sensory stimulation, like the use of headphones (Pfeiffer et al., 2019), modified lighting (Kinnealey et al., 2012), less busy visual displays and low ceilings have shown improvements to mood and classroom performance, social interaction and challenging behaviours. The findings from these interventions have been consistent with teacher reports stating that children who have control over their environment, better control their unwanted sensory experiences, which is what causes them the most difficulty with their learning and behaviour (Jones et al., 2020). For more information on sensory integration click here.