Understanding behaviour as a form of communication helps to identify and address any potentially unmet SEMH needs early. This relies on school systems that ensure every child has at least one member of staff who knows them well and can spot any changes in individual behaviours – recognising when ‘the child’s normal is not normal’.

Working in partnership with parents and carers is essential. Parents and carers need to feel confident to approach school staff and feel actively listened to if they have concerns. Please see Words Have Power which was produced by parents and carers to support conversations about SEND and SENCO Best Practice section, Working with parents/carers, children and young people.

Identifying needs early should be part of a whole school approach to emotional health and wellbeing. This requires careful planning and evaluation to ensure what is put in place brings about positive change, and where needed, a flexible approach to school policies is applied. For a number of young people, rewards and sanctions are ineffective as they do not address the underlying or root cause. Trauma informed approaches support the whole school community.

SEMH difficulties may present in the classroom as changes in behaviour, appearance, attendance, attainment or engagement. There should be an assessment to explore the child’s experiences and determine if there are underlying and unmet needs such as:

• Unidentified learning needs

• Communication difficulties

• Unmet social needs (such as a lack of good quality social connections and friendships)

• Sensory processing needs

Schools should be mindful that some children and young people are more vulnerable to mental health needs and others, and should have processes in place to address this. A whole school approach that promotes both staff and pupil wellbeing and champions diversity will be most effective in identifying and meeting SEMH needs.