Social, emotional and mental health
Some children and young people experience difficulties with their emotions, behaviour, or mental health. These challenges can affect their ability to learn and take part in school life.
What does SEMH mean?
SEMH needs can include:
- Struggling to manage emotions such as anger, anxiety, or sadness
- Difficulty forming positive relationships with peers or adults
- Behaviour that disrupts learning for themselves or others
- Signs of mental health concerns, such as withdrawal or low mood
Why it matters
Supporting SEMH needs early helps children:
- Feel safe and included in school
- Build resilience and coping strategies
- Improve learning and wellbeing
How schools can help
- Create a positive, nurturing environment
- Use the graduated approach: assess, plan, do, review
- Work closely with parents, carers, and external professionals
- Provide targeted interventions alongside high-quality teaching
Whole-School Responsibilities
Supporting pupils with social, emotional and mental health (SEMH) needs is a shared responsibility across the school. Strong leadership, clear procedures, and effective monitoring help create an inclusive environment where all pupils can thrive.
School Ethos and Leadership Responsibilities
- Promote a positive, nurturing school culture that values wellbeing.
- Ensure senior leaders champion SEMH and allocate resources effectively.
- Embed the graduated approach (assess, plan, do, review) across the school.
- Provide staff training on SEMH needs and strategies for support.
Whole-School Procedures
- Develop clear policies for identifying and supporting SEMH needs.
- Make sure staff understand their responsibilities under the SEND Code of Practice.
- Use evidence-based interventions and monitor their impact.
- Communicate regularly with parents and carers about progress and support.
- Ensure safeguarding procedures are followed where concerns arise.
Assessment, Identification and Monitoring
- Identify SEMH needs early through observations, assessments, and feedback.
- Track progress and adjust support as needed.
- Record interventions and outcomes to inform future planning.
- Work with external professionals when required.
Key Principles
- High-quality teaching and a positive school environment benefit all pupils.
- Support should be personalised and reviewed regularly.
- Collaboration between staff, families, and specialists is essential.
Quality first teaching
Quality First Teaching (QFT) is the foundation for supporting pupils with SEMH needs. It ensures that all children receive high-quality, inclusive teaching before additional interventions are considered.
Assessment, Identification and Monitoring
- Observe pupils regularly to identify early signs of SEMH needs.
- Use a range of tools and feedback from staff, parents, and pupils.
- Monitor progress and adjust strategies as needed.
- Keep accurate records of interventions and outcomes.
Curriculum Content
- Ensure the curriculum promotes emotional wellbeing and resilience.
- Include opportunities for social and emotional learning.
- Adapt content to reduce stress and anxiety for pupils.
- Provide clear routines and predictable structures.
Curriculum Delivery
- Use positive behaviour strategies and consistent expectations.
- Give clear, calm instructions and check understanding.
- Allow time for pupils to process and respond.
- Create a safe, supportive classroom environment.
Staff Knowledge and Understanding
- Ensure all staff understand SEMH needs and their impact on learning.
- Provide training on effective strategies and interventions.
- Share good practice across the school.
- Encourage collaboration between teachers, support staff, and external professionals.
Key Principles
- High-quality teaching benefits all pupils.
- Support should be personalised and reviewed regularly.
- Strong communication with parents and carers is essential.
