Social, Emotional and Wellbeing
Social
What you might see
You might see a child who:
- spends a lot of time on their own and appears withdrawn.
- wants friends but finds it difficult to join in appropriately (for example becoming physical, taking over games, or saying things that upset others).
- regularly falls out with other children and finds it difficult to repair friendships.
- seeks attention from adults or peers in ways that appear immature (e.g. acting silly or clowning around).
- struggles to explain their needs and may go along with whatever others suggest.
- expresses their needs in ways that seem bossy or controlling.
- finds it difficult to understand other people’s point of view or how their behaviour affects others.
- finds it difficult to take turns in conversation.
- interrupts others or speaks without thinking about how their words might affect people.
- misreads social situations or misunderstands what others mean.
- avoids joining in with others.
- struggles with personal space.
- speaks too loudly and finds it hard to adjust their voice for different situations.
What you can try
Behaviours associated with SEMH may reflect underlying needs in areas such as communication, learning, relationships or emotional development. Assessment and observation are important in understanding what behaviour may be communicating and identifying appropriate support.
Reflective question: Before applying the strategies below, consider, ‘what might this behaviour be communicating about the pupil’s social development needs?’
Use emotion coaching to label emotions, validate how the pupil is feeling and help them understand why they may be feeling that way.
Carry out emotion check-ins using visual tools to help pupils recognise and communicate their feelings.
Practice emotional responses through role play.
Use puppets to explore feelings and emotional situations.
Use social scenarios to practise recognising and responding to emotions.
Use photographs to help pupils identify emotions and discuss what someone might be feeling.
Use video clips to explore emotional situations and discuss what may be happening internally.
Provide small group support led by an ELSA (Emotional Literacy Support Assistant) to help pupils recognise emotions, understand triggers, develop empathy and manage feelings.
Use evidence-based programmes such as Talkabout to develop emotional awareness and emotional literacy skills.
Use personalised Social Stories to explain emotional experiences.
Use Comic Strip Conversations to help pupils understand emotional situations and perspectives.
Provide individual visual supports such as personalised feelings thermometers or emotion scales.
Use structured approaches such as Brick-by-Brick or Lego Therapy to develop communication and cooperation skills.
Create regular opportunities during the school day to talk about feelings and build emotional vocabulary.
Emotional
What you might see
You might see a child who:
- struggles to recognise or name their feelings.
- finds it difficult to explain how they are feeling or why.
- shows feelings through behaviour rather than words.
- finds it difficult to recognise emotions in others.
- shows limited empathy following conflict with peers.
- struggles to apologise or express remorse.
- finds it difficult to calm themselves when upset.
- reacts very strongly to situations that may appear small to others.
What you can try
Reflective question: Before applying the strategies below, consider: What might this behaviour be communicating about the pupil’s emotional understanding or ability to manage feelings?
Use emotion coaching to label emotions, validate how the pupil is feeling and help them understand why they may be feeling that way.
Carry out emotion check-ins using visual tools to help pupils recognise and communicate their feelings.
Practise emotional responses through role play.
Practise emotional responses through role play.
Use social scenarios to practise recognising and responding to emotions.
Use photographs to help pupils identify emotions and discuss what someone might be feeling.
Use video clips to explore emotional situations and discuss what may be happening internally.
Use evidence-based programmes such as Talkabout to develop emotional awareness and emotional literacy skills.
Use personalised Social Stories to explain emotional experiences.
Use Comic Strip Conversations to help pupils understand emotional situations and perspectives.
Provide individual visual supports such as personalised feelings thermometers or emotion scales.
Use structured approaches such as Brick-by-Brick or Lego Therapy to develop communication and cooperation skills.
Create regular opportunities during the school day to talk about feelings and build emotional vocabulary.
Provide small group support led by an ELSA (Emotional Literacy Support Assistant) to help pupils recognise emotions, understand triggers, develop empathy and manage feelings.
What you might see
You might see a child who:
- becomes overwhelmed and reacts by shouting, hitting, running away or hiding.
- uses inappropriate language when upset.
- avoids tasks or situations they find difficult.
- tries to control situations or other people.
- becomes frustrated or angry when things do not go their way.
- struggles to cope when told “no” or when plans change.
What you can try
Reflective question: Before applying the strategies below, consider: What need, feeling or experience might this behaviour be communicating?
Use emotion coaching consistently to help pupils recognise and manage their feelings.
Develop a personalised regulation plan that identifies triggers, early warning signs and helpful strategies.
Use de-escalation strategies such as reducing language, lowering demands and allowing time and space to calm.
Validate how the pupil is feeling while maintaining clear expectations.
Model calming strategies such as breathing, counting or grounding techniques.
Offer simple choices that help pupils regain a sense of control.
Redirect pupils towards calming or regulating activities.
Provide access to a trusted adult who can support co-regulation.
Use personalised visual supports such as emotion scales or regulation cards
Run small group sessions to practise recognising body signals and calming strategies.
Offer planned movement or regulation breaks supported by an adult.
What you might see
You might see a child who:
- worries frequently about everyday activities.
- becomes upset when separating from parents or carers.
- avoids school, lessons or particular activities and withdraws from peers during social times.
- shows negative thinking patterns or expects the worst to happen.
- struggles with perfectionism and avoids tasks for fear of making mistakes.
- becomes very quiet or still when overwhelmed.
- appears to stare into space or stop mid-task.
- finds it difficult to respond to instructions when anxious.
What you can try
Reflective question: Before applying the strategies below, consider: What might help this pupil feel safe, supported and able to engage in learning?
Schedule regular one-to-one or small group check-ins with a trusted adult.
Help pupils name their feelings and identify triggers for anxiety.
Teach strategies to manage worries, such as breathing or grounding techniques.
Use cognitive behavioural strategies to help pupils challenge unhelpful thoughts.
Support pupils to gradually face situations they find difficult through careful planning.
Create a personalised support plan identifying triggers, early warning signs and helpful coping strategies.
Provide access to a quiet or safe space when pupils need time to regulate.
Maintain predictable routines and clear expectations.
Offer support from trained staff such as ELSAs.
Refer to the Birmingham Educational Psychology Barriers to Attendance toolkit where attendance is affected.
What you might see
You might see a child who might:
- appears persistently sad or tearful.
- withdraws from activities or peers.
- shows reduced interest in learning or play.
- appears tired, disengaged or lacking motivation.
- may be experiencing bereavement, loss or family change.
What you can try
Reflective question: Before applying the strategies below, consider: How might the pupil’s experiences, relationships or environment be affecting their mood?
Use cognitive behavioural approaches to help pupils recognise and challenge unhelpful thoughts.
Provide regular support from a trusted adult.
Offer support from trained staff such as ELSAs.
Use emotion coaching to help pupils link thoughts, feelings and behaviour.
Provide small group or one-to-one opportunities for creative expression such as drawing, writing or play.
Mental Wellbeing
What you might see
You might see a child who:
- lacks confidence and avoids challenging work.
- says they cannot complete tasks.
- seeks reassurance frequently.
- uses negative self-talk.
- worries about making mistakes.
- appears overly confident and rushes into tasks.
- compares themselves negatively with others.
- struggles to accept correction or feedback.
What you can try
Reflective question: Before applying the strategies below, consider: What might the pupil’s behaviour be communicating about their confidence or sense of safety in learning?
Offer key adult support – intensive support provided directly to pupils by a member of staff trained in relational and therapeutic support to promote the co-regulation of emotions.
Offer support from trained staff such as ELSAs.
Set personalised learning goals and celebrate progress frequently.
Use visual trackers so pupils can see their progress over time.
Use strengths-based approaches by identifying pupils’ strengths and building these into learning activities.
What you might see
You might see a child who:
- struggles to begin work or stay focused on tasks.
- appears distracted or disengaged during lessons.
- talks during instructions or independent work.
- finds it difficult to move between activities.
- calls out or struggles to wait their turn.
- leaves their seat frequently.
- uses classroom equipment inappropriately (for example, swinging on chairs).
What you can try
Difficulties in the area of SEMH often reflect underlying unmet needs. It is important to carry out assessments and observations to explore whether there are any other unmet needs which require intervention.
Reflective question: Before applying the strategies below, consider: What might be making it difficult for this pupil to stay organised, focused or in control?
Offer regular check-ins with a key adult.
Use timers to support expectations for staying on task.
Provide task boards or simple “to-do” lists.
Ask questions and engage pupils in discussion to maintain attention.
Adjust tasks so they are achievable and manageable.
Build movement opportunities into teaching sessions.
Provide sensory stations or sensory circuits where appropriate.
Allow pupils to give verbal responses where writing may be a barrier.
Support pupils to plan when and where homework or revision might be completed.
Seat pupils away from distractions such as windows or doors.
Use the pupil’s name when giving instructions to gain attention.
Provide calm transition activities after breaks to support re-engagement.
Provide tactile sensory objects that may support focus during teaching.
Offer seating options such as wobble cushions or wobble stools where appropriate.
Provide pre-teaching and overlearning to support understanding and retention.
Resources
Practical Resources
Practical Resources
- Anna Freud Centre – resources and toolkits to support mental health in schools
www.annafreud.org - Classroom Wellbeing Toolkit – practical strategies to support wellbeing in classrooms
- Healthy Relationships Toolkit – supports the development of relationships and social understanding
Interventions and Programmes
Interventions and Programmes
- Talkabout – programme to develop social and emotional understanding
- ELSA (Emotional Literacy Support Assistant) – targeted support for emotional literacy and wellbeing
- FRIENDS Programmes (Fun FRIENDS, FRIENDS for Life, My FRIENDS Youth) – evidence-based resilience and anxiety programmes https://friendsresilience.org
- Skillstreaming – structured programme to develop social skills www.skillstreaming.com
- My Magnificent Mind – programme supporting emotional awareness and regulation
Training and Whole-Schools Approaches
Training and Whole-School Approaches
- Trauma Informed Attachment Aware Schools (TIAAS) – whole-school relational approach
- Cognitive Behavioural Approaches in Schools – training to support emotional regulation and mental health
- Supporting Pupils with ADHD – training focused on executive functioning
- Mental Health Support Teams (MHST) – early intervention support for mild to moderate needs compass-uk.org / forwardthinkingbirmingham.nhs.uk
Support Available
Support Available
Educational Psychology Service (EPS) – provides training, consultation and support for Social, Emotional and Mental Health needs, including ELSA and CBT approaches. Specialist SEND Support Services – Local Offer Birmingham