SEMH

The SEND Code of Practice 2015 (CoP) explains that 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 These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive, or disturbing behaviour (CoP 6.21). However, it is important that all practitioners working with the child or young person take a strengths-based approach and celebrate individual skills and successes, to help the child or young person establish a positive perception of self.

Certain individuals or groups are more at risk of developing social emotional, mental health (SEMH) needs than others. Risks can relate to the child or young person, family, environment, community, or life events. SEMH needs can also arise due to an unmet SEN need, such as a learning or language need. Children who have experienced adversity, particularly trauma and interruptions to attachments are very likely to have relational needs which emerge in behaviour. There is a well-researched link between literacy, language and behaviour, however, SEMH needs are often more likely to be identified as behaviour and can mask underlying communication needs. It is always beneficial to think ‘Could it be a language or literacy need?’

It is crucial to understand that behaviour is a communication of need. A child presenting with challenging or withdrawn behaviour, may be experiencing difficulties identifying, indicating and processing their feelings. They may also be trying to communicate worries about things that are happening in school or outside of school. They may experience anxiety, insecurity, fearfulness and feelings of low self-worth that may be impacting on their attendance. In all cases, it is important to talk to the child, adults supporting the child in school and parents or carers to establish a working hypothesis about the likely underlying causes of the child’s behaviour.