Abstract 

A six-week observation of 3 students during weekly Skate School sessions. Sessions were held at an outside skatepark and inside during wet weather. The three students chosen to attend were struggling with the transition from primary SEMH school to secondary SEMH school

"The creation of La Passerelle Skate School was an experiment after we were inspired the Push to Heal program. We felt our students may respond well to the combination of balance, rolling and vibration. Our students had existing struggles with emotional regulation (suggestive of developmental trauma), which significantly impacted on their ability to form friendships, and their ability to feel safe and learn in school. They had both been put on a part timetable which meant they were at risk from social isolation and restricted learning opportunities. These students were energetic, had difficulty managing their emotions and were physically and verbally violent towards staff and other students. A third student was added to this group, student 3 had recently transitioned up to the same school and was finding the change difficult, they had a less violent presentation, but they were finding it difficult to access learning and were challenging to reach." - Jane Yates