Paws4Minds Supporting Schools in The Humber region

We are so proud to have our Noodle supporting the children & staff of Frederick Gough School (Scunthorpe, North Lincolnshire) & Driffield School, in the East Riding of Yorkshire.

We are supporting students who are struggling in the mainstream classroom environment. They all have different & often complex reasons, from neurodivergent minds to trauma, but they all struggle to cope with being in a classroom.

It's great to see schools nowadays looking to understand & trying their best to support such students.

Many have high defensive barriers as they have been let down by people they should be able to trust.

Noodle goes into these schools and spends time with the students. We have seen so many what would be small steps for us but huge strides being taken by the teenagers.

Noodle doesn't judge; he just wants to play, be fussed, or sometimes just sit calmly being fussed. Some of the students will run, chase, and play fetch with him. This helps them to regulate their minds and bodies, especially if they have so much built-up excess energy.

For others, sitting & chatting with him, they are able to be themselves in a safe and calm space with Noodle. He doesn't judge & can't talk, so won't give an opinion.

As the weeks have gone by, I can see many of the students relaxing. Their defensive barriers are gradually lowering, and sometimes they chat more freely with the staff and even with me.

Some even start schoolwork with Noodle present. He doesn't have to sit with them; he will often walk around or just have a nap. I see them look up at him and then continue the task. This is huge for some students; they are calm and have managed to regulate to sit calmly and concentrate, even if it is just for a few minutes. Every positive step is an achievement, in my opinion.

These children have potential. For whatever reason, the classroom setting does not bring out positive emotions for them. Having such supportive school staff is fantastic and helps them to progress in life.

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