Mental health conditions – further diagnoses
In this section, we bring together issues relating to attachment and relationships that become apparent in everyday school life – when closeness, distance and trust are difficult to achieve. Every child and every situation is different. We will work with you to determine, on a case-by-case basis, whether and how a school support service would be suitable.
Attachment disorders
Attachment disorders describe difficulties in forming stable and reliable relationships – often when early attachment experiences were traumatic. At school, this frequently manifests as a struggle to balance closeness and distance, uncertainty about trust, or difficulties with self-regulation. A school support worker can provide stability here by acting as a reliable, calm attachment figure. If a child has a mental health condition or is at risk of developing one, they may be entitled to support under Section 35a of SGB VIII. We will discuss with you on an individual basis whether and how support would be suitable.
Reactive attachment disorder
Reactive attachment disorder can develop if a child has experienced little reliable care in early life; they then find it difficult to accept comfort and form relationships. In the classroom, this often requires a great deal of patience, a secure environment and a relationship of trust that develops gradually, rather than pressure. Support helps with building relationships, tolerating closeness and emotional regulation. This may give rise to an entitlement as a mental disability within the meaning of Section 35a of SGB VIII. We assess on a case-by-case basis whether and how support is appropriate.
Early childhood attachment disorders
Early childhood relationship disorders encompass impairments in early relationship experiences, which may later manifest in interactions with adults and peers. At school, the focus is primarily on reliable relationships, the careful balancing of closeness and distance, and support with self-regulation during challenging moments. Support creates continuity and a safe space. In the case of a mental disability, an entitlement may exist under Section 35a of Book VIII of the Social Code (SGB VIII). We assess on a case-by-case basis whether and how such support is appropriate.
Disorder characterised by disinhibition in social interaction
In the case of a disorder characterised by disinhibition in social interaction, a child approaches even strangers in a very open and uninhibited manner, meaning that their sense of appropriate closeness and boundaries is less developed. At school, a calm support worker helps the child to understand appropriate levels of closeness and distance, to build trust in stable relationships and to regulate their impulses. If a mental disability is present or at risk of developing, there may be an entitlement under Section 35a of SGB VIII. We assess on a case-by-case basis whether and how support is appropriate.
How Splash provides support
We provide relationship-oriented and trauma-sensitive support: gently, reliably and at the child’s own pace. Our support staff are trained at our own Splash Academy in the sensitive handling of closeness, distance, trust and regulation. You can find suitable approaches in our methods for trauma-sensitive support and emotional regulation.
Not sure if it’s the right fit? Let’s discuss it.
In a free initial consultation, we’ll discuss your needs, the application process and the next steps – with no obligation.
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Our own Splash Academy · Multi-stage selection process · Support at mainstream and special schools
This page is for information purposes only and does not replace medical or legal advice. The decision as to whether school support is suitable and eligible for funding is made by the relevant funding body on a case-by-case basis.