Social, emotional and mental health (SEMH) is a broad term used to define a range of different needs children may have at any given time.
The term originated in the 2014 Special Educational Needs (SEN) Code of Practice and replaced the term social, emotional behaviour difficulties (SEBD) which had been previously used.
The adoption of the SEMH term recognises the behavioural link to mental health – within the SEN Code of Practice, behaviour linked to mental health and emotional wellbeing underlying needs is a common theme. It also shifts the emphasis towards addressing the needs of children rather than attempting to subdue behaviours, which has led to the adoption of a more child-centred approach among practitioners and service providers.
In addition, the term has gained attention as teachers and parents have become more aware of mental health in children and the impact that can have on their ability to learn.
This fresh focus has been built on by policymakers with the recently published SEND Review and SEND and AP green paper setting out proposals for how to improve support in the early years so that children receive help earlier. Meanwhile, the schools white paper identifies ways to reduce the use of exclusions, which affects a significantly higher proportion of pupils with SEMH.
CYP Now’s special report on SEMH summarises policy developments, highlights examples of good practice in support for children and hears from experts on key challenges facing service providers and commissioners:
Social, emotional and mental health needs: Policy context
Research evidence:
No more seats at empty tables – children’s voice, choice, inclusion and wellbeing
Practice examples:
How a specialist school supports the needs of SEMH pupils
Pathfinder reduces exclusions and supports families by meeting pupils’ SEMH needs
