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Our learners may present with a range of social, emotional and mental health difficulties which impact upon their learning and social inclusion and which manifest themselves in many ways. Behavioural difficulties do not necessarily mean that a learner has SEND. However, becoming withdrawn or isolated, as well as displaying challenging, disruptive or distressed behaviour are often an indication of unmet SEND which may include aspects of cognition and learning or complex communication and interaction needs.
Behaviour is a form of communication that may indicate there is an unmet need. This need may not mean that the learner has SEND, but it should not be viewed solely as ‘behaviour.’ Where behaviours of concern are present, there should be a period of assessment to determine whether there are any factors, such as undiagnosed learning and/or communication needs or mental health issues or difficulties with social interaction. Such difficulties may vary in severity and intensity and may change over time and across different contexts and environments. For some learners, difficulties with mood (anxiety or depression), self-harm, eating disorders, substance abuse or physical symptoms that are medically unexplained will require adjustments to be made in school.
As detailed an assessment as possible should ensure that the full range of an individual’s strengths and needs are identified; this may need to go beyond the primary area of need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them using well evidenced SEN provision targeted at their area of difficulty.
The suggested targeted provision outlined within this guidance document, in addition to inclusive high quality teaching as outlined in the audit tool, will support effective teaching and learning for this group of learners. The curriculum approaches and strategies detailed are not prescriptive or exhaustive. They are intended to guide schools as to the type of provision expected within the graduated approach to identifying and meeting special educational needs at SEN Support and should be delivered in accordance with a learner’s assessed needs and agreed outcomes.
Social and emotional well-being refers to a state of positive mental health and wellness (Partnership for Well-being and Mental Health in Schools, 2015). Evidence suggests that each child’s environment can have a profound impact upon their social, emotional and mental health. This is true of a learner’s school environment where the influence of school culture, ethos and staff upon SEMH cannot be understated. It is the quality of everyday experiences and interactions that form the basis of each learner’s school experience. These are most likely to be positive and affirming where there is:
Positive relationships are of fundamental importance in laying the foundations for continuing SEMH. We know that a learner experiencing positive SEMH is more likely to approach their learning with confidence, which has a direct impact on attainment and vice versa. Building positive relationships between teachers and peers and embedding a restorative approach to resolving issues within policies and classroom practice, are fundamental to improving outcomes for all learners, not least within the area of SEMH.
A whole school approach, therefore, is integral to promoting positive SEMH and should form a necessary precursor to targeted individualised support, where these are thought to be appropriate. The SENCO and Senior Wellbeing Lead should work in partnership work to develop and implement the whole school approach. The SEMH Audit for Schools compiled and developed by Kirklees Educational Psychology Team can support schools with the development of this offer.