Students with a Social, Emotional and Health Difficulties

Description of Student

Children and young people who find it difficult to manage their emotions and behaviour in a way that affects their daily life.

Some of the things children and young people with these difficulties might find difficult are:

  • Following rules set by others
  • Sitting still for longer periods of time
  • Listening to and follow instructions
  • Understanding how they are feeling
  • Dealing independently and positively with their own emotions
  • Making friends
  • Interacting positively with their peers
  • Dealing with their difficulties in a way that does not cause harm to themselves or others
  • Taking responsibility for their own actions
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2)
  • Whole school awareness and understanding of how to support students with social, emotional and mental health difficulties.
  • The students with mental health difficulties will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons.
  • The key stage teams are also equipped in supporting people with social, emotional and mental health difficulties within school.
  • May require support from the school counsellor.
  • May benefit from focused/small group intervention from Aspire.
The learning environment
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements.
  • Students will have access to the key stage teams and Aspire when they need someone to talk to.
  • The learning environment will be assessed by the teacher to ensure that students are not at risk.
Partnership with parents, carers and other agencies
  • Involvement and advice from external agencies, such as CAMHS.
  • Review meetings with the young person, parents and external agencies (as appropriate).
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student feels safe and happy in school.
  • The student is taking more responsibility for their behaviour and for managing their emotions in school.
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