Soft release policy

“Soft Release” came about in our school as an accidental consequence of measures trialled to reduce students contact during the Pandemic and also the initiative of our Student Leadership Team to remove the school bell at class change over.  

The Students identified that the school bell was a major source of anxiety for students.  Previously, students anticipated the bell as the moment of transition, and they were on high alert in the run up to the bell.  Secondly the high pitched shrill noise of the bell was a significant trigger for students with a low sensory threshold.   Both of these factors were leading to transition stress and anxiety.  Our students are no longer released on mass with the bell, but rather filter out gradually into the corridors as lessons ends and the teacher releases them.  This has resulted in a calmer transition between lessons for all students.  

The second ingredient for “Soft Release” came about during the return to school lockdowns.  We wanted to minimise the number of people using the internal school corridors at the same time.  We encouraged students and staff to use the external routes around the school to move from one area of the school to another i.e. go outside between lessons.  This has been very effective, and has had a significant impact on the noise and traffic on the internal corridors in the school.  

Also, outside the students avail of sensory breaks as part of their movement from A to B, you will see the pupils use the pull up bars, handball alleys and other spaces to “let off steam” on the way to their next lesson.  

Marion McMahon, St. Paul’s High School