Understanding SEMH Needs

A child or young person's difficulty in managing their emotions, behaviour, and relationships, which can impact their ability to access education and engage positively in learning environments.

Children and young people can show Social and Emotional Mental Health (SEMH) needs in many different ways. Some might feel anxious or low, while others may struggle with emotional regulation or show behaviours that challenge. Others might withdraw, internalise their feelings, or find it hard to focus, attend school, or manage relationships.
Often, one difficulty can lead to another. For example, a child with Speech, Language and Communication Needs (SLCN) might also experience SEMH challenges because they find it hard to express themselves or connect with others. In other cases, SEMH needs may exist alongside other conditions, like a physical disability, without being directly linked.
To support effectively, we need to look at the whole child, not just what we see on the surface. This means understanding their development, their environment, and the relationships around them. Building trust, being attuned to their emotional world, and working closely with families helps create a joined-up approach that truly meets the child’s needs.

Short code	Description
Universal approaches (SEMH)	Good Practice Universal Approaches for Supporting Learners with SEMH Needs
Dysregulation	Managing or controlling emotions and behaviours, leading to outbursts, withdrawal, or unpredictable reactions.
Patterns of non-attendance	Regular or repeated absences from school or activities, which may be linked to anxiety, emotional distress, or difficulties coping with the school environment.
Emotional Wellbeing	Emotional wellbeing refers to a learner’s ability to manage their emotions, cope with life’s challenges, build positive relationships, and feel a sense of purpose and contentment. It’s a key part of overall mental health and affects how we think, feel, and behave.
Healthy Relationships	The ability to form positive, trusting, and respectful connections with peers and adults, and to maintain these relationships over time.
Bereavement & Loss	Experiencing the death of someone close or other significant losses (e.g., family breakdown, moving home), which can deeply affect a learner’s emotions and behaviour.
Trauma	Trauma refers to experiences that are so distressing or overwhelming that they affect a pupil’s ability to cope. These experiences can have a lasting impact on their emotional, physical, and mental wellbeing. Trauma can occur at any age and may involve events that feel frightening, dangerous, or violent.
Physical symptoms	Physical complaints (like headaches or stomach aches) that do not have a clear medical cause, often linked to emotional distress or anxiety.
Attention difficulties	Types of Attention Difficulties Inattention: Difficulty focusing, easily distracted, forgetful, trouble organizing. Hyperactivity: Restlessness, fidgeting, difficulty sitting still, excessive talking. Impulsivity: Acting without thinking, interrupting, difficulty waiting turns.
Safeguarding SEMH	Protecting learners with SEND from harm, abuse, or neglect, and ensuring their safety and wellbeing in all settings.
EII SEMH	Evidence-informed interventions that have been shown to effectively support learners with needs in the social, emotional, and mental health area.