The strategies listed below highlight the ordinarily available inclusive provision that should be in place to support children and young people with SEMH needs on a daily basis, across all areas of the curriculum. These ordinarily available whole class strategies should be embedded as part of everyday inclusive practice, and their impact on an individual evaluated, before considering a more targeted approach.
- Be curious about behaviour; adults hypothesise as to the possible unmet needs. They understand the link between SEMH and language and consider the identification of any learning and language needs as well as environmental and experiential factors that may be contributing to the SEMH needs.
- All staff use relational approaches consistently to manage low level disruption. Class agreements, predictability, safety cues, co-regulation, restorative frameworks and restorative visual prompts are used to ensure that children and young people feel safe, connected, regulated and cared for.
- Positive behaviours are consistently modelled, noticed and explicitly praised by all adults. Adults explicitly model safety cues (non-verbal communication and interactions, for example calm and soothing tone of voice, positive facial expressions and body language).
- Adults make frequent references to emotions and feelings throughout the day by modelling their internal states in the moment and labelling their own thoughts, feelings and subsequent actions (for example acknowledging that running late may prompt feelings of anxiety and, consequently, short-temperedness). They also do this for children and young people by wondering aloud and naming how children may be feeling internally.
- Provide opportunities for children and young people to develop a positive sense of self so that they feel successful and valued. There are opportunities to build connection and belonging through contribution, for example having roles and jobs.
- Whole-class scaling or emotional check-ins and movement breaks to support regulation and engagement.
- ‘Meet and greet’ at key transition points in the day, including when moving from class to class. Children and young people are welcomed in a predictable way to ensure a successful transition.
- Clear consistent routines, which are taught and understood by children and young people and adults, for example a two minute warning before the end of an activity, tidy up instruction, lessons following a predictable structure.
- Whole class social and emotional learning curriculum in place, including opportunities for whole class discussion and opportunities to express feelings and resolve conflict. A variety of activities are used to promote discussion about a range of SEMH skills, alongside promoting the skills of speaking, listening, empathy and attention. This includes planned opportunities for games that enable connection and encourage co-operation and pro-active opportunities for circle time.
- Support the development of peer relationships during unstructured times such as lunchtime. For example, access to a quieter environment with structured games, staff model positive interactions, peer mentoring programs, buddy systems and play leaders. Adults support children and young people to repair relationships when they are in a regulated place, for example supporting positive interactions by doing something together.
- Promote wellbeing through mindfulness approaches – learning to be aware of thoughts and bodily sensations to better cope with daily emotions and challenges. Activities such as ‘Relax Kids’ can be used to support this.
- Provide information about wellbeing, mental health and anxiety to all children and young people, at an age-appropriate level. Ensure every child and young person can learn about their wellbeing and mental health.