The Scottish Attainment Challenge launched in 2015 aims to support all children reach their full potential with the initiative focused on children living in areas of deprivation around Scotland. Within this enquiry, there is a substantial number of children in the subject class living in SIMD (Scottish Index of Multiple Deprivation) 1 and 2. It is the responsibility of the practitioner therefore to find ways to help these children reach their full potential.
Black and Fernando (2013) reported on a study undertaken within a school where guided relaxation activities were introduced into the classrooms. The findings showed that over a five week period, the engagement of most children in the classrooms, especially those from low income families, improved. This research suggests therefore that introducing guided relaxation into the subject class may benefit the children. If the children are more engaged, they will get more from their learning and be better equipped to reach their full potential supporting the aims of the Scottish Attainment Challenge.
The aim of this enquiry is to look at guided relaxation in the classroom and its impact upon the pupils’ views of themselves as learners. The question of how ready they feel to learn after a period of time away from learning, such as playtimes or lunchtimes, will be put to the learners over the four week period. Within the subject class, behaviours and situations which arise within the playground often spill over into classroom time. This has a negative effect upon the teaching and learning as it reduces the amount of teaching time. The children themselves are not in the correct mind set to begin learning. It is predicted that the guided relaxation methods introduced into the classroom, will have a positive impact on teaching and learning by changing the learner’s views of themselves in that they will feel more ready to learn and be aware of this change.