About this resource
Feeling left out is painful, and it happens to most children at some point. A sense of belonging at school matters, and adults can help by taking this seriously. This activity helps a child name the feeling, think about what might be going on, and choose what to try. If a child is being deliberately excluded again and again, it may be bullying, so talk with the school.
Purpose
A gentle activity for children who feel left out: naming the feeling, choosing what to try and knowing who can help.
Who it is for
Primary profession: Counsellors and therapists. Also relevant for educators and school support staff, psychologists, social workers.
Client or participant group: Children aged about 5 to 11, with a counsellor, teacher or parent.
Practice setting: Counselling, school wellbeing and home.
Suggested uses
- Individual play-based sessions
- Building a relationship with a child
- Talking about feelings without pressure
- Sharing ideas with parents or carers, with the child's agreement
Instructions for practitioners
- Listen first and name the feeling.
- Talk about what might be happening, without blaming anyone.
- Choose one or two things to try.
- Practise what to say.
- Talk with the school if exclusion keeps happening.
Accessibility considerations
Big pictures and few words. Read it aloud, let the child draw or point, and use their own words for feelings. Print in colour if you can, or let the child colour it in.
Scope and limitations
A play-based activity that supports therapy. It is not a stand-alone treatment, a clinical assessment or a validated tool. Follow the child's lead, stop if they become distressed, and follow your child safety procedures if the child discloses harm.
Research basis
A meta-analysis found that teacher support and students' own strengths are among the strongest predictors of belonging at school. School-based social and emotional learning programs improve students' social skills, behaviour and academic results.
- Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What Schools Need to Know About Fostering School Belonging: a Meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Illustrations and activities were created for Practitioner Plus; no third-party worksheet or image was used.
