Social, Emotional and Mental Health (SEMH)
What is SEMH?
What is SEMH?
Everybody has social, emotional and mental health (SEMH) needs and all children and young people communicate how they feel through the way they behave
In Halton, we manage SEMH needs in line with our management of our SEND needs as listed in the SEND Code of Practice (2015) and schools can find materials to support with this area of needs in Halton’s Graduated Approach and Strategy Toolkit on the Halton Local Offer
More information is available in the DfE guidance on Mental Health and Behaviour in schools
Behavioural difficulties
Behavioural difficulties do not necessarily mean that a child or young person has a SEND and should not automatically lead to a pupil being registered as having SEN. Consistent disruptive or withdrawn behaviours can be an indication of unmet SEND, and where there are concerns about behaviour, there should be work undertaken to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour, a multi-agency approach, supported by the use of the Multi-Agency Plan may be appropriate. In all cases, early identification and intervention can significantly reduce the need for more expensive and intensive interventions in the long-term.
Understanding and expressing feelings and behaviours
For some children and young people, understanding and expressing feelings and behaviours can be much more challenging and so children with SEMH needs can find it harder than their peers to recognise, process and express their feelings in ways which you may expect. These needs can appear in a number of different ways, including becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.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.
Building and maintaining healthy relationships
Children and young people with SEMH needs may find it harder to build and maintain healthy relationships, engage in learning opportunities and feel happy and confident about themselves and their futures. Other children and young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
As a parent, it can be find hard to find ways to effectively support your child in this area. We have gathered some information together to try and help you manage this at home. Please see the Website Links at the bottom of this page for some helpful sites which can offer help.
While some children and young people with SEMH needs will benefit from the support of professional agencies, it is important to remember that all adults and peers who have daily contact with these children and young people can help. With good networks of support, children and young people with SEMH needs can move forward to live successful lives.
Support for schools from Halton Behaviour Support Service (HBSS)
Halton Behaviour Support Service (HBSS) can support schools in better meeting the needs of learners who present with SEMH needs or challenging behaviours. We recommend that schools use the School Behaviour Toolkit and Checklist to identify specific areas of challenge and to develop a holistic support package for the child.
Resources, policies and training can be found on the Halton Behaviour Support Service (HBSS) page.
Mental Health and Resilience in Schools (MHARS) Audit
We also recommend that schools undertake the by contacting Halton Health Improvement Team in order to improve their mental health and resilience support for all community stakeholders.
Possible SEMH Indicators Behaviours, Feelings and Emotions
Below you will find a table of less obvious and more obvious behaviours and feelings/emotions, or changes that may be observed in children and young people with SEMH needs. Please note this is not an exhaustive list
Less obvious
- Anxiety
- Low mood
- Being withdrawn
- Avoiding risks
- Unable to make choices
- Low self-worth
- Isolated
- Continence issues
- Unable to accept praise
- Not able to engage
- Poor personal presentation
- Lethargy/apathy
- Daydreaming
- Unable to make and maintain friendships
- Speech anxiety/reluctance to speak
- Task avoidance
- Avoiding eye contact
More obvious
- Significantly challenging behaviours
- Harmful risk taking behaviour
- Placing themselves at risk of exploitation
- Disrupted sleep pattern
- Restlessness/over-activity
- Difficulties responding to authority
- Mood swings
- Impulsivity
- Physical aggression
- Verbal aggression
- Perceived injustices
- Disproportionate reactions to situations
- Difficulties with change/transitions
- Absconding
- Eating issues
- Lack of empathy
- Lack of personal boundaries
- Poor awareness of personal space
- Self-deprecating behaviour
- Self-injurious
Website Links
General information and resources
- Mental Health Info Point main signposting menu page to access resources for everyone
- Resources for parents, professionals, young people (Mental Health Info Point page)
- NASEN have produced several pieces of advice and guidance linked to SEMH resources which can be accessed once a free account has been set up.
- Mentally Healthy Schools brings together quality-assured mental health resources, information & advice for schools and further education settings
- GOV.UK resources for supporting mental health in schools and colleges
- Schools In Mind – join the free network for school staff, sharing practical, academic and clinical expertise regarding the wellbeing and mental health issues that affect schools
- Anna Freud – Resources for schools and colleges
- Anna Freud Mental health toolkit for schools, e-learning and more
- Magic Behaviour Podcasts behaviour management advice for schools and parents
Resilience Resources for Young People
- Bounce Back Newham provides tools, guides, resources, case studies and skills to help build resilience for supporting staff/schools, parents and young people
- Kent Resilience Hub that helps young people, parents and carers and practitioners to understand emotional wellbeing and resilience, see the resources available under the tabs headed up:
- The Resilience Toolkit – offers different types of toolkits
- Supporting young people – offers resources for having a resilience conversation and safe spaces
- Supporting staff – resources and training
- On My Mind empowers young people to make informed choices about their mental health support
- MindEd e-learning support for healthy minds offers free resilience training for parents and teachers
- Inspire project for children or young people aged 10-18 living in Halton feeling unhappy or experiencing difficulties at home or struggling with an issue at school. Please contact 01928589799 or e-mail info@wellbeingenterprises.og.uk for further information
Staff wellbeing
Online training and support for parents and teachers
- Mental Health Info Point main signposting menu page to access resources for everyone
- Resources for parents, professionals, young people (Mental Health Info Point page)
- COVID-19 section, Halton Local Offer provides a wealth of information and advice and support for parents including:
- mental health, and wellbeing
- Dr Rhona Hobson’s guide for parents about ‘What is normal?’
- psychological first aid training
- coping with your child’s anxieties and behaviour
- ChatHealth
- Schudio TV free attachment and trauma training
- ispace Wellbeing content includes virtual assemblies and offers a complete wellbeing curriculum for KS1-3
- Nurture UK Bereavement Box for helpful resources to discuss loss and change
- Place2Be offers training, workshops, counselling, mental health support
- ELSA support offers 5 ways to wellbeing, wellbeing toolkits