Schools, and teachers in particular, have to manage and respond to a wide range of social, emotional, behavioural and/or mental health (SEMH) needs, while simultaneously delivering the curriculum and ensuring every child achieves academically.
Previous research has shown that teachers feel poorly equipped to answer those needs. In addition, although more and more educational settings recognise the importance of SEMH and are eager to support their pupils (Weare, 2015), the resources available in schools do not appear to match the levels of need, with research in 2017 by YoungMinds and NCB finding head teachers reporting a rise in mental health needs over recent years but schools' financial resources remaining limited.
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