{"version":"1.0.0","segments":[{"speaker":"Simon Currigan","startTime":87.83,"endTime":91.03,"body":"Ever had a pupil whose behaviour just does not make sense?"},{"speaker":"Simon Currigan","startTime":91.58999999999999,"endTime":99.50999999999999,"body":"One minute they're calm, the next they're refusing, arguing or walking out and every strategy in your toolkit just seems to bounce straight off them."},{"speaker":"Simon Currigan","startTime":99.83,"endTime":102.94999999999999,"body":"Here's the truth, often their behaviour is feedback."},{"speaker":"Simon Currigan","startTime":103.03,"endTime":110.14999999999999,"body":"It's a message about unmet needs and when you learn to read that feedback properly you can predict and even prevent those"},{"speaker":"Simon Currigan","startTime":110.31,"endTime":113.19,"body":"emotionally charged incidents before they even happen."},{"speaker":"Simon Currigan","startTime":113.58999999999999,"endTime":116.64999999999999,"body":"My name's Simon Currigan and I've spent 18 years supporting hundreds of schools and literally thousands of teachers to get"},{"speaker":"Simon Currigan","startTime":119.82,"endTime":121.97999999999999,"body":"SEMH and behaviour right in their schools."},{"speaker":"Simon Currigan","startTime":122.06,"endTime":125.21,"body":"And today I'm going to do a deep dive into using a simple, powerful tool called the PAIN Framework to understand pupil behaviour,"},{"speaker":"Simon Currigan","startTime":130.85999999999999,"endTime":136.62,"body":"and we'll explore it together through one student's story so you can see what this looks like in the real world."},{"speaker":"Simon Currigan","startTime":141.66,"endTime":144.63,"body":"Hi there, my name's Simon Currigan and after 255 episodes of this podcast, I think it's obvious that when it comes to SEMH,"},{"speaker":"Simon Currigan","startTime":149.66,"endTime":151.89,"body":"I'm a man who just can't say no."},{"speaker":"Simon Currigan","startTime":152.13,"endTime":159.41,"body":"School Behaviour Secrets is the podcast where we dig into practical, needs-led strategies for improving behaviour and supporting"},{"speaker":"Simon Currigan","startTime":159.73,"endTime":162.29,"body":"pupils with social, emotional and mental health needs in school."},{"speaker":"Simon Currigan","startTime":162.53,"endTime":169.01,"body":"If you haven't done it already, take a moment please to subscribe or follow the show so you never miss another episode."},{"speaker":"Simon Currigan","startTime":169.17,"endTime":171.89,"body":"And if you're finding the show useful, please leave a quick review."},{"speaker":"Simon Currigan","startTime":172.05,"endTime":177.49,"body":"It really helps other teachers and school leaders find the show and it helps us spread this good practice."},{"speaker":"Simon Currigan","startTime":177.73,"endTime":180.76,"body":"So today's episode, I've had a lot of people getting in touch following episode 246, which was entitled Why de-escalation"},{"speaker":"Simon Currigan","startTime":185.24,"endTime":186.01999999999998,"body":"is enough and what to do instead."},{"speaker":"Simon Currigan","startTime":186.68,"endTime":187.81,"body":"And in that episode I shared the PAIN framework."},{"speaker":"Simon Currigan","startTime":189.39999999999998,"endTime":196.51999999999998,"body":"And leaders and teachers have been asking me, can you go into a bit more depth with this and apply it to a case study so we"},{"speaker":"Simon Currigan","startTime":196.51999999999998,"endTime":198.92,"body":"can see more about how it works in detail?"},{"speaker":"Simon Currigan","startTime":199.24,"endTime":204.04,"body":"Well, to hear is to obey and that is the exact focus of this week's episode."},{"speaker":"Simon Currigan","startTime":204.12,"endTime":206.28,"body":"And it's also the golden rule for a happy marriage."},{"speaker":"Simon Currigan","startTime":206.44,"endTime":210.44,"body":"I'm sorry, was that a bit Les Dawson? Was it a bit 1970s comedian?"},{"speaker":"Simon Currigan","startTime":210.67,"endTime":215.71,"body":"Off brand, never mind, I'm gonna style it out, I'm gonna push on with the podcast. Okay, so enough messing around."},{"speaker":"Simon Currigan","startTime":215.87,"endTime":222.82999999999998,"body":"Now, this episode is interesting, I think, because when you listen to this thought process, you learn how to think like an"},{"speaker":"Simon Currigan","startTime":222.91,"endTime":231.87,"body":"SEMH specialist and how we at Beacon pull apart cases to move things forwards for the child and for the teachers and for the school and the families."},{"speaker":"Simon Currigan","startTime":232.10999999999999,"endTime":235.31,"body":"It kind of exposes how we think critically about cases."},{"speaker":"Simon Currigan","startTime":235.47,"endTime":240.91,"body":"And by doing that, you will definitely take away principles that you can use in your own school and your own classrooms."},{"speaker":"Simon Currigan","startTime":241.15,"endTime":242.65,"body":"Because the thing is, in the real world, SEMH is often messy."},{"speaker":"Simon Currigan","startTime":244.42,"endTime":250.73999999999998,"body":"It's not compartmentalised into, this child's got anxiety, this child's got ADHD, this child's affected by trauma."},{"speaker":"Simon Currigan","startTime":250.9,"endTime":255.29999999999998,"body":"The kids often show up with overlapping needs or a mixture of needs."},{"speaker":"Simon Currigan","startTime":255.46,"endTime":259.21000000000004,"body":"And the PAIN framework helps us to break down those needs into specific areas to kind of pull apart that confusion so we can take action. So let's meet Liam."},{"speaker":"Simon Currigan","startTime":264.82,"endTime":271.29999999999995,"body":"Liam is 11 years old in year six, top of primary school, and he's bright, he's funny, he's creative, he's good with words."},{"speaker":"Simon Currigan","startTime":271.75,"endTime":275.59000000000003,"body":"But over the last term, term and a half, his teachers have noticed big changes."},{"speaker":"Simon Currigan","startTime":275.75,"endTime":280.31,"body":"He's been argumentative, refusing tasks, wandering out of lessons, falling out with friends."},{"speaker":"Simon Currigan","startTime":280.47,"endTime":284.23,"body":"In the past, he's had a couple of issues and wobbles, but he's managed to get past those."},{"speaker":"Simon Currigan","startTime":284.54999999999995,"endTime":289.59000000000003,"body":"Parents say at the moment he's become quiet and irritable at home too, but he's not said anything to them."},{"speaker":"Simon Currigan","startTime":289.83,"endTime":292.15,"body":"So on paper, this looks a bit like attitude."},{"speaker":"Simon Currigan","startTime":292.23,"endTime":297.75,"body":"He's getting a bit older, we've seen a bit of chosen behaviour, and yes, chosen behaviour is a thing, and I know other people"},{"speaker":"Simon Currigan","startTime":297.83,"endTime":302.63,"body":"in SEMH will hate it when I say that, but they're only encouraging me, so I'll continue to say it."},{"speaker":"Simon Currigan","startTime":302.78999999999996,"endTime":308.7,"body":"There are different forms of behaviour, but we need to start asking if this is persistent behaviour, if it's something that"},{"speaker":"Simon Currigan","startTime":308.7,"endTime":315.34000000000003,"body":"we're seeing in the long run, we need to start asking what if Liam's behaviour isn't chosen? What if it isn't attitude?"},{"speaker":"Simon Currigan","startTime":315.5,"endTime":319.02,"body":"What if there's something else going on driving what we're seeing at school?"},{"speaker":"Simon Currigan","startTime":319.41999999999996,"endTime":322.41999999999996,"body":"So to find out we're going to walk through Liam's case using the PAIN framework, which is a simple way of uncovering the real"},{"speaker":"Simon Currigan","startTime":327.74,"endTime":334.29999999999995,"body":"causes of dysregulation so we can support pupils proactively rather than being stuck in a cycle of firefighting them every day."},{"speaker":"Simon Currigan","startTime":334.62,"endTime":335.73,"body":"PAIN stands for the Primary Areas of Internal Need."},{"speaker":"Simon Currigan","startTime":338.53,"endTime":348.28999999999996,"body":"And yeah, it's a little cute, it's a little on the nose, but it reminds us that there are specific categories where our students can experience stress and pressure."},{"speaker":"Simon Currigan","startTime":348.53,"endTime":351.65,"body":"And yes, they can even be painful to them in school."},{"speaker":"Simon Currigan","startTime":352.13,"endTime":358.21000000000004,"body":"And those categories are physical, emotional, cognitive, social and pro-social needs."},{"speaker":"Simon Currigan","startTime":358.45000000000005,"endTime":362.13,"body":"Five key areas where internal stress can build up and drive behaviour."},{"speaker":"Simon Currigan","startTime":362.28999999999996,"endTime":365.40999999999997,"body":"And I'm going to build on those later in the episode with another two on top."},{"speaker":"Simon Currigan","startTime":365.62,"endTime":368.98,"body":"And by the way, full credit, this is all built on the work of Dr."},{"speaker":"Simon Currigan","startTime":369.05999999999995,"endTime":375.62,"body":"Stuart Shanker, whose research into self-regulation really helped us understand how stress in one area spills into another."},{"speaker":"Simon Currigan","startTime":375.93999999999994,"endTime":382.5,"body":"And I want to say his work actually transformed the way I think about behaviour in classrooms, and certainly the journey I've"},{"speaker":"Simon Currigan","startTime":382.5,"endTime":386.02,"body":"been on with that over the last 10 or 12 years as an educational professional."},{"speaker":"Simon Currigan","startTime":386.17999999999995,"endTime":389.14,"body":"So I definitely recommend you check out his work."},{"speaker":"Simon Currigan","startTime":389.53999999999996,"endTime":393.93999999999994,"body":"So I mentioned five areas, and I said I was going to expand that, but let me just repeat them again."},{"speaker":"Simon Currigan","startTime":394.53999999999996,"endTime":400.93999999999994,"body":"They are physical needs, emotional needs, cognitive needs, social needs and pro-social needs."},{"speaker":"Simon Currigan","startTime":401.1,"endTime":407.65999999999997,"body":"But what I like to do is often pull out a sixth area, transitional needs, because for many pupils, especially those that tend"},{"speaker":"Simon Currigan","startTime":407.65999999999997,"endTime":414.14,"body":"to have SEMH needs, change in transition itself is one of the biggest stressors of all."},{"speaker":"Simon Currigan","startTime":414.22,"endTime":423.17999999999995,"body":"Now, technically it fits within the cognitive category, but for me, you see transitional pain or stress so often, it's helpful just to pull it out completely."},{"speaker":"Simon Currigan","startTime":423.41999999999996,"endTime":427.11,"body":"So let's take Liam's story and through each area of the PAIN framework step by step and see how this framework helps. So we'll start with physical needs."},{"speaker":"Simon Currigan","startTime":433.40999999999997,"endTime":442.21000000000004,"body":"Staff had noticed when we talked to them and through observation in class that Liam was restless, he was fidgety and he'd begun avoiding certain types of work."},{"speaker":"Simon Currigan","startTime":442.53,"endTime":445.09000000000003,"body":"He particularly didn't enjoy PE or music."},{"speaker":"Simon Currigan","startTime":445.33000000000004,"endTime":451.49,"body":"He complained about having headaches and the noise and during PE that the room was just too busy. That's the way he described it."},{"speaker":"Simon Currigan","startTime":451.65,"endTime":457.09000000000003,"body":"When he was younger, when we started talking to the school and going over his records, we discovered that sometimes he would"},{"speaker":"Simon Currigan","startTime":457.16999999999996,"endTime":463.57000000000005,"body":"have refused to go outside at playtime saying the whistle and the children playing were too loud or going into the hall at"},{"speaker":"Simon Currigan","startTime":463.57000000000005,"endTime":465.65,"body":"lunchtimes because it was just too echoey."},{"speaker":"Simon Currigan","startTime":465.89,"endTime":468.77,"body":"That was when he was in the infants, when he was in year one and two."},{"speaker":"Simon Currigan","startTime":468.92999999999995,"endTime":473.49,"body":"But over time those behaviours kind of faded away as he moved up the school."},{"speaker":"Simon Currigan","startTime":473.97,"endTime":480.77,"body":"So now when those needs haven't been obvious or prevalent for a while, it just looked like he wasn't settling in the classroom."},{"speaker":"Simon Currigan","startTime":480.92999999999995,"endTime":486.08000000000004,"body":"So at first everyone assumed his behaviour was just work avoidance, you know, classic task avoidance."},{"speaker":"Simon Currigan","startTime":486.24,"endTime":488.49,"body":"But when we applied the PAIN lens, it pointed to something else entirely, sensory overload."},{"speaker":"Simon Currigan","startTime":492.32000000000005,"endTime":498.15999999999997,"body":"Once we looked through the behaviour, the why not the what, the pattern actually became obvious."},{"speaker":"Simon Currigan","startTime":498.4,"endTime":507.12,"body":"The noise and the movement and the unpredictability of the spaces he was having difficulties in were triggering physical stress, his physical needs."},{"speaker":"Simon Currigan","startTime":507.28,"endTime":513.36,"body":"He'd learned some coping strategies for managing that stress in his early years, so he didn't stand out. He wanted to fit in."},{"speaker":"Simon Currigan","startTime":513.4399999999999,"endTime":517.51,"body":"He didn't want to get into trouble or draw attention to himself because lots of kids don't."},{"speaker":"Simon Currigan","startTime":517.59,"endTime":526.39,"body":"But we found even in year six, as the day drew on and he was using those coping strategies, his body was struggling to tamp"},{"speaker":"Simon Currigan","startTime":526.71,"endTime":534.47,"body":"down those classroom sensory stresses to regulate them, which was starting to lead to the restless and focused behaviour."},{"speaker":"Simon Currigan","startTime":534.63,"endTime":539.03,"body":"You can only tamp down those emotions and those stresses for so long before they break free."},{"speaker":"Simon Currigan","startTime":539.27,"endTime":540.79,"body":"I saw a brilliant description of this."},{"speaker":"Simon Currigan","startTime":541.27,"endTime":544.15,"body":"It's like trying to hold down a beach ball under the water."},{"speaker":"Simon Currigan","startTime":544.47,"endTime":545.83,"body":"You can fight with it and fight with it."},{"speaker":"Simon Currigan","startTime":546.2,"endTime":549.8,"body":"But the moment you relax, the beach ball comes flying back up into the air."},{"speaker":"Simon Currigan","startTime":549.96,"endTime":552.2,"body":"What Liam was was he was in high stress."},{"speaker":"Simon Currigan","startTime":552.36,"endTime":556.36,"body":"Now, this is different from being in fight or flight survival mode."},{"speaker":"Simon Currigan","startTime":556.68,"endTime":564.68,"body":"He wasn't running out of the classroom exactly, but he was experiencing difficulties with those kind of physical sensations, the sensory feedback."},{"speaker":"Simon Currigan","startTime":564.84,"endTime":567.24,"body":"And that led to a big realization."},{"speaker":"Simon Currigan","startTime":567.64,"endTime":571.8,"body":"Maybe Liam might have underlying sensory processing difficulties."},{"speaker":"Simon Currigan","startTime":572.07,"endTime":578.79,"body":"Now, we often associate sensory need with our autistic students, but it's important to know that people can have sensory needs"},{"speaker":"Simon Currigan","startTime":578.95,"endTime":587.67,"body":"as a discrete difficulty without all the other needs you would expect to see in terms of language processing and social interaction and so on with autism."},{"speaker":"Simon Currigan","startTime":588.07,"endTime":591.67,"body":"You can have sensory processing needs without being autistic, and specifically looking for those needs on the PAIN Framework highlighted this."},{"speaker":"Simon Currigan","startTime":597.27,"endTime":603.619,"body":"So the adults made some small changes quieter spaces for PE and music, ear defenders available, when he opted to use them."},{"speaker":"Simon Currigan","startTime":603.9390000000001,"endTime":610.179,"body":"Clear warnings before loud transitions were going to happen, visual demonstrations instead of shouted instructions."},{"speaker":"Simon Currigan","startTime":610.5790000000001,"endTime":614.179,"body":"Discussion with parents, by the way, also focused on his physical needs."},{"speaker":"Simon Currigan","startTime":614.339,"endTime":618.419,"body":"Also highlighted something else which was super important away from school."},{"speaker":"Simon Currigan","startTime":618.979,"endTime":622.179,"body":"They highlighted that he experienced poor sleep."},{"speaker":"Simon Currigan","startTime":622.339,"endTime":629.619,"body":"Now this is disastrous because being sleep deprived automatically pushes your body into high stress."},{"speaker":"Simon Currigan","startTime":629.859,"endTime":634.58,"body":"It makes every negative interaction become painful and triggering."},{"speaker":"Simon Currigan","startTime":634.66,"endTime":637.3000000000001,"body":"It puts your amygdala literally on a hair trigger."},{"speaker":"Simon Currigan","startTime":637.62,"endTime":639.1800000000001,"body":"So teachers worked to implement better sleep routines at home."},{"speaker":"Simon Currigan","startTime":641.62,"endTime":647.14,"body":"Now, that wasn't an instant fix for his sleep, but it did improve the amount of sleep he was getting overnight."},{"speaker":"Simon Currigan","startTime":647.3000000000001,"endTime":656.66,"body":"And within weeks, the combination of the sensory strategies and the better sleep hygiene, we saw those refusals and difficulties at work time start to reduce."},{"speaker":"Simon Currigan","startTime":656.82,"endTime":664.62,"body":"So that told us this was beyond chosen behaviour. Liam wasn't just being defiant. His physical needs were overwhelming him."},{"speaker":"Simon Currigan","startTime":664.78,"endTime":668.78,"body":"So now let's move on to the next section of the framework, which is emotional needs."},{"speaker":"Simon Currigan","startTime":668.94,"endTime":679.02,"body":"Liam's emotions appeared to spike during transitions, when he was having his behaviour corrected or spoken to about his behaviour by his teacher during group tasks."},{"speaker":"Simon Currigan","startTime":679.1800000000001,"endTime":687.1,"body":"It looked kind of random, but when we talked to him underneath, what we discovered was he wasn't being stroppy, he was scared."},{"speaker":"Simon Currigan","startTime":687.4200000000001,"endTime":690.3000000000001,"body":"And behind it all was the move to secondary school."},{"speaker":"Simon Currigan","startTime":690.78,"endTime":693.58,"body":"That transition was looming and he was terrified."},{"speaker":"Simon Currigan","startTime":693.65,"endTime":700.13,"body":"Terrified of losing everything familiar to him, his friends, his teacher, even his place in the pecking order in the social group."},{"speaker":"Simon Currigan","startTime":700.69,"endTime":705.1700000000001,"body":"A lot of his other friends were moving to a different secondary school, and we'll touch on that in a minute."},{"speaker":"Simon Currigan","startTime":705.57,"endTime":712.53,"body":"And all these kind of factors around that transition were unsettling him emotionally, driving stress and pain."},{"speaker":"Simon Currigan","startTime":712.85,"endTime":718.85,"body":"To get that information, by the way, it took a series of low pressure conversations with adults that he trusted."},{"speaker":"Simon Currigan","startTime":719.09,"endTime":725.41,"body":"Now, the thing is, when emotions are high in a child, or any human being actually, logic goes out the window."},{"speaker":"Simon Currigan","startTime":726.12,"endTime":730.36,"body":"So much of his behaviour was being driven by emotions rather than choices."},{"speaker":"Simon Currigan","startTime":730.6800000000001,"endTime":732.9,"body":"And that meant the fix wasn't about tougher consequences or talking about expectations."},{"speaker":"Simon Currigan","startTime":736.44,"endTime":738.87,"body":"Actually, the fix was around connection and reassurance with key adults Liam trusted in school."},{"speaker":"Simon Currigan","startTime":742.6800000000001,"endTime":750.36,"body":"And those conversations were systematically put in place in a planned way to make sure they happened to help him talk through and understand the change."},{"speaker":"Simon Currigan","startTime":750.76,"endTime":759.47,"body":"And over time, those simple moments of recognition and conversation helped settle his emotional system, his nervous system."},{"speaker":"Simon Currigan","startTime":759.7900000000001,"endTime":763.07,"body":"So the thinking part of his brain could come back online."},{"speaker":"Simon Currigan","startTime":763.5500000000001,"endTime":767.23,"body":"Next, we looked at his cognitive needs. Now, Liam was struggling."},{"speaker":"Simon Currigan","startTime":767.47,"endTime":771.07,"body":"We noticed through observation with multi-step tasks."},{"speaker":"Simon Currigan","startTime":771.15,"endTime":782.59,"body":"He'd often give up halfway through saying, I can't do this or worse, or refusing to start the task at all. But it wasn't about his ability. It was another form of overload."},{"speaker":"Simon Currigan","startTime":782.83,"endTime":784.83,"body":"It was to do with his working memory."},{"speaker":"Simon Currigan","startTime":785.07,"endTime":790.98,"body":"And when we did assessments, we discovered that his working memory was limited compared to other pupils of his age."},{"speaker":"Simon Currigan","startTime":791.22,"endTime":796.98,"body":"And this was impacting on his ability to complete the tasks because as he moved up through the school with the other children,"},{"speaker":"Simon Currigan","startTime":797.78,"endTime":807.46,"body":"the work naturally became more complex and he felt like he was being flooded with information that he couldn't process or remember or juggle during certain tasks."},{"speaker":"Simon Currigan","startTime":807.62,"endTime":809.57,"body":"And that cognitive stress resulted in higher stress chemicals, higher pain."},{"speaker":"Simon Currigan","startTime":809.57,"endTime":810.2,"body":"And when we're in that high stress."},{"speaker":"Simon Currigan","startTime":814.02,"endTime":816.4200000000001,"body":"what happens is it narrows our brain's capacity to plan and reason and move information around."},{"speaker":"Simon Currigan","startTime":820.24,"endTime":827.44,"body":"So ironically, the more pressure he was put under to do the work cognitively, the less he could access the task."},{"speaker":"Simon Currigan","startTime":827.6,"endTime":830.72,"body":"So there was a problem with the way the task was being structured and communicated."},{"speaker":"Simon Currigan","startTime":830.96,"endTime":837.6,"body":"So to compensate with these difficulties with working memory, staff started chunking tasks, giving him different ways of recording"},{"speaker":"Simon Currigan","startTime":838.08,"endTime":847.19,"body":"information, teaching him strategies for swapping bits of information in and out visually using mini whiteboards, They reduced instructions and built-in visuals."},{"speaker":"Simon Currigan","startTime":847.4300000000001,"endTime":853.83,"body":"All those compensations for his difficulties with his working memory enabled him to access the task and guess what?"},{"speaker":"Simon Currigan","startTime":854.07,"endTime":859.03,"body":"Over time, refusals started to melt away. Next comes social needs."},{"speaker":"Simon Currigan","startTime":859.11,"endTime":866.23,"body":"In the playground, Liam had started pushing friends away, arguing, nitpicking, isolating himself, making fun of his friends."},{"speaker":"Simon Currigan","startTime":866.47,"endTime":872.39,"body":"Underneath this was a link to him moving to secondary of the sensation that he was going to lose lots of his friends because"},{"speaker":"Simon Currigan","startTime":872.63,"endTime":876.62,"body":"many of them were going to a different school to him. Now that loss was painful."},{"speaker":"Simon Currigan","startTime":876.78,"endTime":883.1,"body":"So it was like his behaviour, he was rejecting his friends before they rejected him by moving on to another school."},{"speaker":"Simon Currigan","startTime":883.5,"endTime":887.9,"body":"It was like he was taking control of the separation, having it on his own terms."},{"speaker":"Simon Currigan","startTime":888.14,"endTime":897.1800000000001,"body":"When adults understood that, they stopped seeing his behaviour with his friendship groups as difficult and started to help him build belonging and understanding."},{"speaker":"Simon Currigan","startTime":897.4200000000001,"endTime":902.22,"body":"Understanding that relationships with friends can continue even if they move on to another school."},{"speaker":"Simon Currigan","startTime":902.84,"endTime":911.5600000000001,"body":"They also used techniques like peer mentoring, social problem solving, connection building, and the opportunity to get a peer mentor in the secondary school."},{"speaker":"Simon Currigan","startTime":911.88,"endTime":916.44,"body":"So we would have a connection when he got there. This is the opposite of punishment."},{"speaker":"Simon Currigan","startTime":916.6,"endTime":922.76,"body":"It's dealing with what is causing Liam stress and pain. And guess what? Over time it worked."},{"speaker":"Simon Currigan","startTime":923.0,"endTime":925.0400000000001,"body":"And that leads us to the next section of the PAIN framework, which is pro-social needs."},{"speaker":"Simon Currigan","startTime":927.64,"endTime":932.97,"body":"So as a quick reminder, Social needs are about whether Liam could get his needs met by the group."},{"speaker":"Simon Currigan","startTime":933.37,"endTime":938.09,"body":"Basically answering the question, can I fit in here? Whether the group would accept him."},{"speaker":"Simon Currigan","startTime":938.33,"endTime":944.65,"body":"Pro-social needs on the other hand are about contribution and being able to compromise to other people's points of view."},{"speaker":"Simon Currigan","startTime":944.97,"endTime":948.25,"body":"Asking the question, can I add value to the group?"},{"speaker":"Simon Currigan","startTime":948.57,"endTime":951.37,"body":"And for Liam, that wasn't a specific issue actually."},{"speaker":"Simon Currigan","startTime":951.61,"endTime":960.25,"body":"He knew how to compromise with his friends, but because he didn't feel part of the group anymore, he was falling back on anger and rejection. And there's an important point here."},{"speaker":"Simon Currigan","startTime":960.75,"endTime":963.03,"body":"All kids are different and different parts of the PAIN framework will apply to different kids."},{"speaker":"Simon Currigan","startTime":964.99,"endTime":968.83,"body":"You don't have to find an issue in every part of the framework for every child."},{"speaker":"Simon Currigan","startTime":969.3100000000001,"endTime":972.6700000000001,"body":"For some kids, like Liam, lots will apply, but not all."},{"speaker":"Simon Currigan","startTime":972.91,"endTime":976.6700000000001,"body":"For other kids, only one or two parts of the framework might be in play."},{"speaker":"Simon Currigan","startTime":976.99,"endTime":981.07,"body":"For others, it might be all the primary areas of internal need."},{"speaker":"Simon Currigan","startTime":981.39,"endTime":985.7900000000001,"body":"So finally, the big one for the summer term for Year 6 pupils, transition."},{"speaker":"Simon Currigan","startTime":986.03,"endTime":996.5,"body":"Transitions deserve their own spotlight because they're one of the biggest SEMH flashpoints. New buildings, new adults, new rules. For some children, that's exciting. For others, it's pure threat."},{"speaker":"Simon Currigan","startTime":996.74,"endTime":998.99,"body":"So we use the PAIN framework to anticipate and coordinate that stress rather than react to it."},{"speaker":"Simon Currigan","startTime":1003.38,"endTime":1009.7,"body":"His school arranged for early visits, visual timetables, older pupil mentors, like I said before, again, addressing that need"},{"speaker":"Simon Currigan","startTime":1009.86,"endTime":1015.62,"body":"for social acceptance and given space to talk about his worries with key adults."},{"speaker":"Simon Currigan","startTime":1015.78,"endTime":1024.5,"body":"When we treated transition as a genuine emotional need, not just an administrative event, his anxiety eased and his behaviours faded with it."},{"speaker":"Simon Currigan","startTime":1025.06,"endTime":1027.82,"body":"Notice here how transition actually touched on almost every other category of PAIN. Transition stirs emotions."},{"speaker":"Simon Currigan","startTime":1032.6599999999999,"endTime":1040.26,"body":"It disrupts the bonds with children's friends. It increases cognitive load. It raises physical stress."},{"speaker":"Simon Currigan","startTime":1040.42,"endTime":1044.6599999999999,"body":"And that's why I pull it out separately in the framework so it doesn't get missed."},{"speaker":"Simon Currigan","startTime":1044.82,"endTime":1051.3799999999999,"body":"Now, important point, Liam is a child who required a coordinated response to a range of needs."},{"speaker":"Simon Currigan","startTime":1051.46,"endTime":1053.62,"body":"In fact, that's why I picked him because he's an interesting case."},{"speaker":"Simon Currigan","startTime":1053.86,"endTime":1055.45,"body":"And this is where the PAIN framework that really comes into its own."},{"speaker":"Simon Currigan","startTime":1056.97,"endTime":1061.05,"body":"It helps you make sure nothing gets missed or overlooked."},{"speaker":"Simon Currigan","startTime":1061.21,"endTime":1064.06,"body":"Now, I'm not suggesting you need something as in depth as a PAIN framework for all of your students, but where you do see"},{"speaker":"Simon Currigan","startTime":1068.25,"endTime":1071.31,"body":"a persistent need or persistent dysregulation, the PAIN framework, it gives you the perfect lens to understand the students"},{"speaker":"Simon Currigan","startTime":1075.21,"endTime":1078.57,"body":"behaviour and really dig into what's really going on."},{"speaker":"Simon Currigan","startTime":1078.81,"endTime":1084.17,"body":"And before we move on, if you're listening and thinking, we could really use a tool to help us link behaviour to underlying"},{"speaker":"Simon Currigan","startTime":1084.17,"endTime":1089.28,"body":"needs, then you need to go to our website, Beacon School Support and grab our free SEND behaviour handbook."},{"speaker":"Simon Currigan","startTime":1089.44,"endTime":1096.48,"body":"It is packed with simple guides to common conditions like ADHD and autism and trauma and includes a behaviour analysis grid"},{"speaker":"Simon Currigan","startTime":1096.72,"endTime":1102.8,"body":"that helps you link the behaviours you're seeing in your classroom with those underlying needs."},{"speaker":"Simon Currigan","startTime":1103.04,"endTime":1109.6399999999999,"body":"And it fits in perfectly with the PAIN framework we're talking about today. You can download it from beaconschoolsupport/SEND-handbook. That's beaconschoolsupport.co.uk/SEND-handbook."},{"speaker":"Simon Currigan","startTime":1116.24,"endTime":1122.549,"body":"And I'll also drop a link to that in the show notes so you can click right through. So what happened next for Liam?"},{"speaker":"Simon Currigan","startTime":1122.869,"endTime":1131.4289999999999,"body":"When we mapped his stress across all six domains, physical, emotional, cognitive, social, prosocial and transitional, the picture began to change."},{"speaker":"Simon Currigan","startTime":1131.829,"endTime":1138.149,"body":"And because we worked out what those needs were systematically, we could begin to address them."},{"speaker":"Simon Currigan","startTime":1138.389,"endTime":1141.349,"body":"And those insights, well, they changed his way forwards."},{"speaker":"Simon Currigan","startTime":1141.589,"endTime":1145.509,"body":"In the past, Liam would have had a behaviour plan, a list of dos and don'ts."},{"speaker":"Simon Currigan","startTime":1145.589,"endTime":1151.26,"body":"You'll be told to use this strategy when someone argues with you use this strategy if you find the work difficult."},{"speaker":"Simon Currigan","startTime":1151.74,"endTime":1157.8999999999999,"body":"But this time we helped the school build something better, a regulation plan, a forward thinking plan that combined reasonable"},{"speaker":"Simon Currigan","startTime":1157.98,"endTime":1165.5,"body":"adaptations like reducing sensory load and cognitive load and planning for transitions with coaching, coping strategies, helping"},{"speaker":"Simon Currigan","startTime":1165.58,"endTime":1171.98,"body":"Liam learn what to do when he felt overwhelmed. It was proactive rather than reactive."},{"speaker":"Simon Currigan","startTime":1172.1399999999999,"endTime":1179.34,"body":"Traditionally, behaviour plans tell you how to react, but regulation plans tell you how to prevent, well, regulate, but not"},{"speaker":"Simon Currigan","startTime":1179.34,"endTime":1185.6499999999999,"body":"just regulate emotions, regulate sensory needs, physical needs, cognitive needs, social needs, pro-social needs and so on."},{"speaker":"Simon Currigan","startTime":1185.73,"endTime":1186.7199999999998,"body":"And that's the power of the PAIN framework."},{"speaker":"Simon Currigan","startTime":1187.81,"endTime":1191.57,"body":"It doesn't just change how we respond, it changes how we think."},{"speaker":"Simon Currigan","startTime":1192.05,"endTime":1194.4499999999998,"body":"So here are your action steps for this week."},{"speaker":"Simon Currigan","startTime":1194.85,"endTime":1197.8899999999999,"body":"Think of one pupil whose behaviour feels like a mystery to you."},{"speaker":"Simon Currigan","startTime":1198.2099999999998,"endTime":1199.7099999999998,"body":"Don't start with the behaviour, start with the PAIN framework."},{"speaker":"Simon Currigan","startTime":1202.1299999999999,"endTime":1208.05,"body":"Physical, emotional, cognitive, social, pro-social needs plus transitional needs."},{"speaker":"Simon Currigan","startTime":1208.29,"endTime":1212.4699999999998,"body":"Which of those areas might be out of balance."},{"speaker":"Simon Currigan","startTime":1212.6299999999999,"endTime":1215.7199999999998,"body":"And what's one proactive change you could make to make school calmer for them and for you that addresses those areas of PAIN?"},{"speaker":"Simon Currigan","startTime":1221.4299999999998,"endTime":1228.1499999999999,"body":"And by the way, depending on the child, you might also add, and I didn't mention this, I started out by saying there were five categories. Actually, there are seven."},{"speaker":"Simon Currigan","startTime":1228.3899999999999,"endTime":1231.35,"body":"So we've got the five categories we talked about, plus a pull out transition."},{"speaker":"Simon Currigan","startTime":1231.51,"endTime":1239.11,"body":"And you might also want to add SEND specific needs as a seventh area, especially if diagnosis or neurodiversity plays a role."},{"speaker":"Simon Currigan","startTime":1239.4299999999998,"endTime":1240.4699999999998,"body":"It's going to depend on the child."},{"speaker":"Simon Currigan","startTime":1240.79,"endTime":1245.4299999999998,"body":"But as that wasn't a factor in today's episode, to keep things simple, I did leave it out."},{"speaker":"Simon Currigan","startTime":1245.6699999999998,"endTime":1251.35,"body":"If you want to know more about the PAIN framework, it's something I'm going to develop in greater detail in a book I'm writing,"},{"speaker":"Simon Currigan","startTime":1251.51,"endTime":1253.11,"body":"but that won't be out for a while yet."},{"speaker":"Simon Currigan","startTime":1253.1899999999998,"endTime":1255.6699999999998,"body":"I'll just put that on your radar in case you're interested."},{"speaker":"Simon Currigan","startTime":1255.9099999999999,"endTime":1261.75,"body":"If you found this episode useful, please take a moment to subscribe or follow us and leave us a quick review."},{"speaker":"Simon Currigan","startTime":1261.83,"endTime":1264.6299999999999,"body":"And don't keep it to yourself while you've got your podcast app open."},{"speaker":"Simon Currigan","startTime":1264.9499999999998,"endTime":1271.29,"body":"Please remember to share it with other members of your team, where you work, or friends and colleagues who would find it useful."},{"speaker":"Simon Currigan","startTime":1271.53,"endTime":1276.57,"body":"The share button is easy, you just tap it, you send someone a link and they'll be able to open the episode."},{"speaker":"Simon Currigan","startTime":1276.6499999999999,"endTime":1279.6899999999998,"body":"My name is Simon Currigan, thank you for listening to School Behaviour Secrets."},{"speaker":"Simon Currigan","startTime":1279.85,"endTime":1285.4499999999998,"body":"Have a brilliant week, I can't wait to see you on next week's episode because guess what?"},{"speaker":"Simon Currigan","startTime":1285.61,"endTime":1288.6499999999999,"body":"When it comes to SEMH, I just can't get enough. Bye now!"}]}