Social, emotional and mental health

SEMH Needs: The SEND Code of Practice (2015)

6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive, or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders, or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder, or attachment disorder.

6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.

Understanding SEMH Needs in Learners

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.

Good Practice Universal Approaches for Supporting Learners with SEMH Needs

This guidance is designed to help practitioners respond to behaviour with curiosity, compassion, and connection. Every behaviour tells a story—by listening deeply and working collaboratively, we can better understand and support the needs of children and young people.

Understanding the Whole Picture (Assess)

• Be curious: What might the behaviour be communicating? Consider whether there are unmet communication, social, or emotional needs.
• Seek pupil voice: Use developmentally appropriate tools to understand the child or young person’s perspective. (See Section 1: Voice of the Child for ideas.)
• Explore the journey: When did the behaviour or change in presentation begin? What patterns or triggers are emerging?
• Understand motivations and experiences: This insight helps shape effective strategies and meaningful adaptations.
• Collaborate with families: Engage with parents/carers to build a fuller picture and ensure support strategies can be reinforced at home.
• Record strengths and concerns: Share these observations with parents, carers, and relevant professionals to maintain a joined-up approach.
• Monitor health factors: Be aware of any prescribed medication and share observations or concerns with parents, carers, and the SENCO.

Plan – Preparing to Support

• Create a shared plan: Collate insights into an Individual Provision Map (or equivalent) so that all adults working with the learner are informed and aligned.
• Use trauma-informed approaches: Respond with empathy, predictability, and safety.
• Prioritise connection: Identify key adults who can build trusting, consistent relationships with the learner.
• Include emotional check-ins: Use visual prompts to help learners express how they feel each day.
• Schedule regular adult check-ins: Especially at key times like the start of the day or before transitions, to provide reassurance and connection.

Do – Putting Support into Practice

• Model emotional language: Use everyday interactions to help learners name and understand their feelings.
• Embed trauma-informed practice: Create a classroom environment that feels safe, predictable, and nurturing.
• Model and celebrate pro-social behaviours: Acknowledge acts of kindness, cooperation, and acceptance to reinforce positive interactions.
• Coach self-regulation: Use tools like The Zones of Regulation to support emotional awareness and control.
• Support staff wellbeing: Use “Team Around the Child” check-ins and ensure access to Mental Health First Aiders.
• Provide safe spaces and safe adults: Ensure learners know where and with whom they can regulate and feel safe.
• Use motivational interviewing: Engage learners in reflective conversations that support goal-setting and personal growth.

Final Thought

“When we respond to behaviour with empathy and curiosity, we open the door to understanding. Through connection, we create the conditions for growth.”