In the early years, children are developing the foundations for emotional wellbeing, self-regulation, and positive relationships. These skills help them feel safe, manage feelings, and engage in play and learning. For some children, differences in how they experience and express emotions can lead to difficulties, known as social, emotional and mental health (SEMH) needs.
SEMH needs can affect how children interact with others, manage their feelings, and cope with everyday experiences. These needs may arise from a range of factors, including developmental differences, unmet special educational needs, or environmental challenges at home or in the setting.
EYFS learning and development links
SEMH needs could affect progress across EYFS areas of learning, they are closely linked to:
- Personal, Social and Emotional Development – building relationships, self-regulation, and managing emotions.
- Communication and Language – expressing feelings and needs.
- Understanding the World – making sense of experiences and relationships.
SEMH needs can also affect progress across all areas of the EYFS curriculum, including early literacy and mathematics. Children experiencing significant social and emotional challenges may need focused support in the areas above first, developing secure relationships, emotional regulation, and confidence, before moving on to more formal ways of learning.
Every child expresses their feelings in different ways. Some children may show us they need extra help with their emotions and relationships through their behaviour. This might look like:
- Finding it hard to join in play or group activities – solitary play or staying close to familiar adults.
- Showing big feelings that are hard to manage – becoming very upset or frustrated and needing help to calm down.
- Being very active and finding it hard to focus – moving quickly from one activity to another or struggling to listen.
- Finding social interaction difficult – such as sharing, taking turns, or understanding how to make friends.
- Reacting strongly to changes or new situations – needing lots of reassurance when routines change.
It is important to remember that behaviour is a form of communication. A child who is distressed or emotionally dysregulated is often trying to express feelings they cannot yet put into words.
Early identification and support
Early recognition is essential. The EYFS statutory framework requires practitioners to plan for each child’s individual needs and adapt provision so all children can access high-quality experiences. This includes creating a nurturing environment where children feel safe and supported.
If a child is not making expected progress in their personal, social and emotional development despite high-quality teaching and differentiation, practitioners should consider ‘additional to’ or ‘different from’ support. The SEND Code of Practice and EYFS principles work together through the graduated approach: assess, plan, do, review. This ensures that provision is tailored and reviewed regularly. The guidance within the Targeted Support Framework for the early years provides additional support with tailoring provision to meet individual children’s needs.