b'Hamish & Milo school storiesTo close this report we wanted to share some final comments from some of our schools, some are in the research study, some are not - such wonderful stories of successful outcomes for children Lots of safeguardingKnowing his life experiences,Last week we were writing things have come out and wewe didnt think he would evenpoems and I was feeling so would never have found outcome into school but we gotemotional hearing them from without these sessions. him in and into a Hamish &the children and one girl Amy Warren, The Forest Academy, Redbridge Milo group. He came into theparticularly who never really group late but he would comesays anything but suddenly it One boy surprised me asinto school to do the group.just all came out.he gets angry a lot in theHe made a sock puppet andJo Borowy, Barley Lane Primary, Redbridgeplayground. He is startinghe loved it. He took so much to understand what yourcare in making it and he was soSeeing the joy on the emotions do to you. One dayproud of it. childrens faces when they he couldnt tell me what hadDi Jenkins, Rowanfield Infant & Junior Schools,are collected for our sessions happened but he handed meGloucestershire is magical, particularly more a folded note which said howmeaningful as many of our he had started to get angryI am working with a child whochildren were often finding and could recognise it. Heis selective mute and who findsaspects of school life tricky.was able to acknowledgeit really hard to ask for help. HeSally Campbell, Damers First School, Dorchester, what had happened for him. is putting his hand up now andDorsetis contributing in the group. His Lisa Clark, Wyke Regis Federation, Weymouth sock puppet is a dog and heSince joining the group, he One of our boys who usuallycomes in and kisses it. has been able to handle his would blow up, walked outMarian Lister, Shirley Infant School, Southampton emotions more. He will come of the room, but then cameand talk to me and will use all back to give it another go!The biggest highlight for methe strategies for getting his We were amazed. It was ais how quickly a particular childfeelings out and calming down. light bulb moment for him. has got involved and how muchOne day in the classroom he he engages in conversations.wasnt allowed to do bench Jacqui Bragginton, Kingsleigh Primary School, Bournemouth, Dorset It is so rewarding to see himball. Usually, he would be engage. He is more relaxed,angry but he just stood and the children are verbalisinghappier and he seems less likelistened and the way he things they wouldnt havea rabbit in the headlights. handled it was amazing. It has verbalised before.Dawn Chant, William Barnes Primary School,been really good that he can Heather Helm, Lytchett Matravers PrimaryDorset recognise his feelings.School, Dorset Sarah Johnson, Radipole Primary School, Weymouth48 bath.ac.uk'