Post-16: Strategies and Resources

Social, Emotional, and Wellbeing

Social, Emotional, and Mental Health (SEMH)

What you might see

You might see a student who:

  • Finds it difficult to manage heightened emotions
  • Worries excessively or appears anxious
  • Avoids attending college, sixth form or learning activities
  • Appears withdrawn, low in mood or emotionally overwhelmed
  • Displays distressed, disruptive or unsafe behaviour when overwhelmed
  • Experiences difficulties linked to trauma or adverse childhood experiences
  • Has low self-esteem or a poor sense of self-worth
  • Masks emotions or finds it difficult to express feelings
  • Experiences bereavement, loss or significant emotional distress
  • Finds conflict, criticism or change difficult to manage
  • Struggles to regulate emotions during learning or social situations
  • Benfits from predictable routines, trusted adults and consistent approaches from staff

What you can try

Provide access to a trusted adult the student can speak to when worried or overwhelmed.

Develop personalised support plans with calming or anxiety management strategies where appropriate.

Use regular emotional check-ins with pastoral staff or key adults.

Provide access to safe spaces or quieter environments when needed.

Support students to develop strategies for emotional regulation and problem solving. E.g. Drop-in opportunities to support students to understand their emotional health and well-being compassionately.

Offer planned opportunities for movement, regulation or learning breaks where appropriate.

Encourage independent access to quieter learning spaces or hubs where available.

Use supportive conversations to help students understand and talk about emotional wellbeing.

Use calm de-escalation and coaching approaches where appropriate.

Consider how trauma or adverse experiences may affect behaviour, attendance and engagement.

Use clear and consistent behaviour approaches where possible within the setting’s policy, that are understood by staff, students and parents/carers.

Respond calmly and consistently during difficult situations.

Support staff understanding of emotionally based behaviours and regulation needs.

Provide access to key pastoral staff or trusted adults for emotional support.

Use restorative and relational approaches to repair and maintain relationships.

Offer bereavement support and signposting where appropriate.

Work collaboratively with students and parents/carers to agree supportive strategies and approaches.

What you might see

You might see a student who:

  • Appears withdrawn, low in mood or depressed
  • Experiences anxiety, panic attacks or obsessive behaviours
  • Shows signs of self-harm or talks about suicidal thoughts
  • Experiences difficulties linked to substance misuse
  • Has difficulties relating to eating or body image
  • Presents with situational mutism in some environments or situations
  • Engages in risky or unsafe behaviours
  • Finds it difficult to access learning or social situations due to mental health needs
  • Benefits from trusted relationships and consistent support from staff

What you can try

Promote mental health awareness and signpost students to appropriate support.

Provide access to trusted adults, such as personal tutors, pastoral staff or key workers, with confidentiality a key guiding principle where appropriate.

Use safe, supportive and non-judgemental communication approaches.

Signpost to in-setting counselling, wellbeing or external support services where available.

Ensure staff understand referral pathways and safeguarding procedures linked to self-harm or suicidal ideation.

Liaise with external agencies and services where appropriate to support the student.

Work collaboratively with parents/carers where appropriate to support student wellbeing and safety.

Use consistent pastoral support and regular check-ins where needed.

Provide access to safe spaces or quieter environments when students feel overwhelmed.

Respond calmly and sensitively to disclosures or concerns raised by students.

Support students to access learning and participate successfully during periods of emotional difficulty.

What you might see

You might see a student who:

  • Finds making or maintaining friendships difficult
  • Experiences difficulties in relationships with adults or peers
  • Finds conflict resolution difficult
  • Experiences bullying or difficulties with peer relationships
  • Finds social rules, boundaries or expectations difficult to understand
  • Misreads social situations or social cues
  • Finds group situations or unstructured social times difficult
  • Benefits from structured social opportunities and support

What you can try

Provide access to social spaces and enrichment activities based around shared interests.

Offer opportunities for structured social interaction through clubs, activities or group projects.

Promote anti-bullying approaches and celebrate diversity across the setting.

Use positive and diverse role models within the learning environment.

Use restorative approaches to support conflict resolution and relationship repair.

Support students to develop social awareness and understanding through planned interventions where appropriate.

Model and reinforce appropriate social communication and interaction skills.

Provide support during less structured times where needed.

Use clear and consistent expectations around social rules and boundaries.

Encourage supportive peer relationships and positive group experiences.

Resources and Advice

  • Young Minds – information on mental health conditions, self-help strategies and how to access support, including a parent and carer helpline
  • Mind – information about mental health problems, where to get help and tips for everyday living
  • Anna Freud National Centre for Children and Families – Post-16 toolkit with practical advice, school resources and guidance on supporting transitions
  • Papyrus – Prevention of Young Suicide – confidential support and resources for young people struggling with suicidal thoughts, and training for professionals
  • Samaritans – free 24/7 support for anyone in distress, struggling to cope or at risk of suicide
  • Kooth – free online counselling and emotional wellbeing support for young people aged 11–25 –
  • The Mix – support for under-25s on mental health, money, relationships and more, including text and phone helpline support
  • Anti-Bullying Alliance – tools and guidance on creating safe and inclusive environments, including peer mentoring and restorative practice
  • Preparing for Adulthood (PfA) – guidance on supporting young people with SEND to achieve positive life outcomes
  • National Careers Service – guidance on career planning, skills development and transition into employment or further education
  • The Waiting Room – directory of health and wellbeing services in Birmingham and Solihull
  • “Mental Health and Behaviour in Schools. Departmental advice for school staff.” (DfE, November 2018)
  • You’ve Been Missed! – guidance and resources for work with pupils at risk of emotionally based school avoidance
  • Beacon House Resources – resources to support teachers’ understanding of topics such as developmental trauma so that they can adapt their practice
  • Well-being surveys: The Warwick-Edinburgh Mental Wellbeing Scale (for young people and adults aged 11 and over) via the Breathe website
  • Restorative Justice Council – information and training on applying restorative practices in educational settings