Readiness To Learn

Readiness to Learn

Why this matters

Learners cannot engage cognitively if they are dysregulated emotionally, socially or physically. Readiness to learn recognises that wellbeing and learning are inseparable.

Checking readiness helps staff identify early signs of need and respond proactively.

What this means for staff

• Noticing changes in behaviour, mood or engagement

• Building time for emotional check-ins

• Responding with empathy rather than escalation

• Knowing when and how to seek support

What this looks like in practice

• Warm, personal greetings at the start of lessons

• Brief emotional check-ins or scaling questions

• Flexible responses for learners who need time or support

• Clear pathways for sharing concerns with pastoral staff

• Calm, respectful responses to dysregulation

Reflecting on impact

Staff might ask:

• Which learners struggle most with readiness?

• How do I respond when a learner is withdrawn or unsettled?

• Do learners feel safe to say when they are not okay?