Students with a Social, Emotional and Health Difficulties

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

• 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.

• 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.

• Involvement and advice from external agencies, such as CAMHS.
• Review meetings with the young person, parents and external agencies (as appropriate).

• 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.