Emotional Literacy Support Assistant

In schools, ELSA stands for Emotional Literacy Support Assistant. ELSA support in schools is a project designed to help schools support the emotional needs of their pupils.

ELSA acknowledges that children and young people learn best when they feel happier and their emotional needs are being addressed.

At some time in our lives we all experience difficulties and anxieties and unfortunately children are not immune to these. At Hale Academy we recognise the need to support your child through these difficult periods in their lives.

We are very fortunate to have Mrs Sarah Charlton, Mrs Claire Urquhart and Mrs Emma Hill (trainee) to help with the emotional needs of your child.

ELSA is an initiative developed and supported by Educational Psychologists. Children can be referred for work with our ELSAs in a variety of ways:

  • By parents making contact through their child’s class teacher
  • Through our school Inclusion Lead, Mrs Leigh Baldwin
  • Class teacher
  • Through GP referrals.
  • Our ELSAs undertake regular supervision sessions led by an Educational Psychologist and are also supported by our counsellor from the CAMHs team (Child and Adult Mental Health).

Consistent feedback from schools across the UK has proved that the introduction of ELSA in schools has made a significant and positive impact on the emotional wellbeing of children and young adults.

How do ELSA sessions work?

A regular slot during the school week.
In a quiet area.
Sessions can be individual or in a small group, tailored to the child’s needs.
Sessions are fun and might include role-play, puppets, board games, art and crafts and stories.
They may include therapeutic storytelling and construction activities.

What kind of things have our Hale ELSAs helped with to date?

Bereavement including that of family pets and adults who were important to the child.
Children living with lifelong conditions who feel frustrated or unhappy with how this impacts on them.
Children experiencing problems coping with anger or who feel subdued and withdrawn.
Children whose parents are living with serious illness which impacts on the family.
Children whose parents are serving in the armed forces struggling to cope with separation.
Children whose parents separate or divorce and find it difficult to cope with the changes this brings.
Children with low self-esteem.
Children with anxiety issues.
Support with transition through year groups and on to secondary school.

Further Information and Resources





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