At Hamish & Milo we’re dedicated to improving children’s mental health, wellbeing and social and emotional development through evidence-based programmes, resources, training and software.
Our comprehensive emotions curriculum, range of SEMH wellbeing intervention programmes and families programme support a whole school graduated response to help the rising numbers of children with SEMH difficulties. We provide all the session plans, resources, training and supervision backed by a robust digital platform and impact reporting software.
Our range of SEMH wellbeing intervention programmes are supported by evidence. Social-emotional themes include anxiety, resilience, diversity, anger, change, friendship, conflict, loss, sadness and self-esteem plus a Family Programme helping caregivers further support the wellbeing of children.
Assess SEL and support SEND and inclusion strategies. Identify presenting behaviours, better understand underlying needs, demonstrate impact and evidence improved outcomes as well as inform future planning and signposting for EHCP, SEN and PEP reviews with our software platform, Navigator.
Our resources are designed to support pastoral staff in every way. We provide free training as we are committed to helping deliver programmes effectively with awareness of the complexity of children’s mental health needs. We also offer bespoke training and a five-day accredited training course, Voyager.
prioritise wellbeing
Positively impact wellbeing, behaviour, attendance and learning
Our wellbeing intervention programmes explore self-esteem and resilience, grief, loss and sadness, explosive feelings, anxiety, peer relationships and conflict, diversity and inclusion, change and transition – all complex issues that we know affect children’s long-term mental health.
We provide the framework, language, and content for courageous conversations with children about mental health, emotions and life experiences. Our programmes help children develop social and emotional literacy skills, become more self-confident and resilient, less anxious, more able to self-regulate to engage in learning and fulfil their potential. Families Together is a series of workshops for parents, carers and family members that link directly to our in school programmes to help families support the wellbeing of their children collaboratively alongside school.
supported by evidence
“Emerging data shows statistically significant differences in observations about the emotional and behavioural presentation of children, pre and post intervention.”
Professor Richard Joiner, Department Head, Department of Psychology, University Of Bath
Supported by evidence over two years of qualitative data the research demonstrates how Hamish & Milo schools are seeing real change in children’s peer relationships, emotional regulation, self-confidence and social and emotional literacy skills. There is a significant positive influence on educational engagement and reduction of emotional school-based avoidance, anxiety and challenging behaviours.
Comprehensive SEMH tooklit
Create a package that meets your school’s needs
Our time-saving, creative and flexible packages include everything from explicit, progressive, structured session plans to impact software and everything in between, in a package and format that suits your school.
All programmes include session plans, child wellbeing profiles, parent/carer leaflets, wellbeing journals, stickers, certificates, sock puppet pet craft kits and more. All schools also have access to the Resource Hub for planning tools, activities, templates, posters etc. and access to free training for all pastoral staff.
All programmes are available in an optional digital format for ease and convenience. Simply select your Hamish & Milo programme(s) in a format that suits you – Online, Pack, or Plus which gives you the best of both.
Schools can get started with an individual emotion theme programme, the complete SEMH programme (including all ten emotion themes) or one of our discount bundle packages. All options are outlined in our shop.
Theoretical framework
Evidence-based research, neuroscience and early social and emotional development underpin our wellbeing programmes, training and approach
Hamish & Milo is based on attachment theory, human development and the neuroscience of relationships in early social and emotional development, as well as understanding the impact of emotional stress on the developing child.
We advocate the importance of co-regulation and emotional safety, having language and emotional vocabulary to make sense of experiences and the powerful need to feel you ‘belong’ as part of a social group. These are crucial in supporting all children in their development of emotional literacy skills. Our enhanced intervention programmes and training focus on enabling self-awareness, emotional regulation, confidence and resilience, developing healthy social relationships and expressive communication for those children who present with anxious, challenging or dysregulated behaviours.
Through the combination of relational practice, psychoeducation, and theory-based creative activities, the evidence shows we are ensuring the best outcomes for children.
The latest from our blog
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“The biggest impact of the Hamish & Milo Programme in school is the relationship building, the relationships between the children themselves and their relationships with us.”
Relational practice is the essential element of connection and emotional safety that enables children to develop, learn, adapt to their environment and to thrive.
Westover Primary School place wellbeing as a central aspect and there is commitment to provide a range of support, intervention and provision to support children’s social and emotional development as well as learning.
“The biggest impact of the Hamish & Milo Programme in school is the relationship building, the relationships between the children themselves and their relationships with us.”
Relational practice is the essential element of connection and emotional safety that enables children to develop, learn, adapt to their environment and to thrive.
Westover Primary School place wellbeing as a central aspect and there is commitment to provide a range of support, intervention and provision to support children’s social and emotional development as well as learning.
“The biggest impact of the Hamish & Milo Programme in school is the relationship building, the relationships between the children themselves and their relationships with us.”
Relational practice is the essential element of connection and emotional safety that enables children to develop, learn, adapt to their environment and to thrive.
Westover Primary School place wellbeing as a central aspect and there is commitment to provide a range of support, intervention and provision to support children’s social and emotional development as well as learning.
Hamish & Milo Gallery
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“It has really empowered our ELSAs, just giving them another level to enhance the great work they already do. It is the structure and the content that makes the difference and they can then use their own experience to develop it for our children.”
Laura Dominey, Deputy Head at Lytchett Matravers Primary, Dorset
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“The sock puppets come out every week. Though they might not want to but they love them. One boy made the puppet look just like him with pipe cleaner glasses and one of the girls gave her puppet plaited hair. They have really enjoyed using them - I was surprised.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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“We have been using the Amazing me, self-esteem programme. It has gone really well. The children love their sock puppets and the journals.”
Natalie Green, Byron Academy, Gillingham, Kent
-
"... Lots of safeguarding things have come out and we would never have found out without these sessions.”
Amy Warren, The Forest Academy, Redbridge
-
“We have one boy who English isn’t his first language and he struggles to be understood. When he uses his sock puppet everyone can understand him better! This has identified to me that he really feels misunderstood a lot of the time and the importance of feeling heard.”
Michelle Haynes, Luton Primary School, Kent
-
"Since joining the group, he has been able to handle his emotions more. He will come and talk to me and will use all the strategies for getting his feelings out and calming down. One day in the classroom he wasn’t allowed to do bench ball. Usually, he would be angry but he just stood and listened and the way he handled it was amazing. It has been really good that he can recognise his feelings."
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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“They weren’t too sure to start with about the sock puppets but now they love them, they are brilliant. We’ve got Mr Socks, Mr Cheese and Sock dragon.”
Mel Singleton, Mountjoy School, Dorset
-
“We have one looked after child (LAC) who is having a really hard time at the moment. He often comes in to see his puppet, even on days when we don’t have the group. Yesterday he came in and he wouldn’t talk to us, but he sat in his safe space and told his puppet. The eye contact between him and the sock puppet is amazing as he doesn’t usually give eye contact.”
Natalie Green, Byron Academy, Gillingham, Kent
-
"This has been the hardest to run as the two boys are really sad... They have been able to talk about how it is OK to cry. One of them said: "Well if you cry in the playground, people tease you but they do now acknowledge that they have sad feelings and it is hard but OK to cry.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“I much prefer this to what I was doing before but you do need to be organised and read the cards beforehand and make sure you have the resources ready, but it is all there for you on the card.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“The whole programme is exactly what’s needed for children’s wellbeing. It works out as just pence per child.”
Sandra Scott, Damers First School, Dorset
-
"By the end of the year, every child that has been referred in will have an intervention, so it is amazing to have programmes ready that will help us respond to need"
Verity Katuszka, TA at West Town Lane Academy, Bristol
-
"The activity using mirrors really highlighted why they are here. Two of the girls wouldn’t look in the mirrors but it became the talking point about why they are in the group."
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
"We've been able to respond quickly to need and have an intervention in place. The parents are thrilled and the teachers are thrilled because we've got the programmes and know what to do!"
Verity Katuszka, TA at West Town Lane Academy, Bristol
-
“The Wellbeing profiles give me the key information and have helped me to watch, observe and notice how the young people are. It’s been really helpful. The protective factors too have helped to identify the strengths and helps to recognise next steps - so handy to have.”
Mel Singleton, Mountjoy School, Dorset
-
"One boy surprised me as he gets angry a lot in the playground. He is starting to understand what your emotions do to you. One day he couldn’t tell me what had happened but he handed me a folded note which said how he had started to get angry and could recognise it. He was able to acknowledge what had happened for him.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“All the parents have received the leaflets and are completely on board. Before we start the programme we hand the parents the leaflet and ask them to have a read. It’s all there and then I make it the parent's decision if they want us to go ahead with the intervention. They go away and read it and they have all come back and said “Yes, let’s do it! It is just what’s needed.”
Mel Singleton, Mountjoy School, Dorset
-
"The children really talk to each other and give each other advice.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
-
"The biggest highlight for me is how quickly a particular child has got involved and how much he engages in conversations. It is so rewarding to see him engage. He is more relaxed, happier and he seems less like a rabbit in the headlights.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
-
"It is nice that there is a script, we are all very busy so it is good to be able to use the pack and it is very flexible.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
-
"We have been using Exploding me with a group of boys. They loved the rocket session and we did it over two weeks. One of the boys linked what had happened to him in the playground with what had happened in the book we had read; ‘Andrew’s angry words.’ It really helped him to reflect and talk about what had happened for him.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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“I feel much more confident now! I absolutely love it. I’m on a real high running my Hamish & Milo groups!”
Jo Borowy, Barley Lane Primary, Redbridge
-
“When you look and look for a SEMH resource, and then this one comes along, and when I saw it and the contents I was like ‘When can I start it?’ It’s just brilliant!”
Mel Singleton, Mountjoy School, Dorset
-
“It has really empowered our ELSAs, just giving them another level to enhance the great work they already do. It is the structure and the content that makes the difference and they can then use their own experience to develop it for our children.”
Laura Dominey, Deputy Head at Lytchett Matravers Primary, Dorset
-
“The sock puppets come out every week. Though they might not want to but they love them. One boy made the puppet look just like him with pipe cleaner glasses and one of the girls gave her puppet plaited hair. They have really enjoyed using them - I was surprised.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“We have been using the Amazing me, self-esteem programme. It has gone really well. The children love their sock puppets and the journals.”
Natalie Green, Byron Academy, Gillingham, Kent
-
"... Lots of safeguarding things have come out and we would never have found out without these sessions.”
Amy Warren, The Forest Academy, Redbridge
-
“We have one boy who English isn’t his first language and he struggles to be understood. When he uses his sock puppet everyone can understand him better! This has identified to me that he really feels misunderstood a lot of the time and the importance of feeling heard.”
Michelle Haynes, Luton Primary School, Kent
-
"Since joining the group, he has been able to handle his emotions more. He will come and talk to me and will use all the strategies for getting his feelings out and calming down. One day in the classroom he wasn’t allowed to do bench ball. Usually, he would be angry but he just stood and listened and the way he handled it was amazing. It has been really good that he can recognise his feelings."
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
-
“They weren’t too sure to start with about the sock puppets but now they love them, they are brilliant. We’ve got Mr Socks, Mr Cheese and Sock dragon.”
Mel Singleton, Mountjoy School, Dorset
-
“We have one looked after child (LAC) who is having a really hard time at the moment. He often comes in to see his puppet, even on days when we don’t have the group. Yesterday he came in and he wouldn’t talk to us, but he sat in his safe space and told his puppet. The eye contact between him and the sock puppet is amazing as he doesn’t usually give eye contact.”
Natalie Green, Byron Academy, Gillingham, Kent
-
"This has been the hardest to run as the two boys are really sad... They have been able to talk about how it is OK to cry. One of them said: "Well if you cry in the playground, people tease you but they do now acknowledge that they have sad feelings and it is hard but OK to cry.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“I much prefer this to what I was doing before but you do need to be organised and read the cards beforehand and make sure you have the resources ready, but it is all there for you on the card.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“The whole programme is exactly what’s needed for children’s wellbeing. It works out as just pence per child.”
Sandra Scott, Damers First School, Dorset
-
"By the end of the year, every child that has been referred in will have an intervention, so it is amazing to have programmes ready that will help us respond to need"
Verity Katuszka, TA at West Town Lane Academy, Bristol
-
"The activity using mirrors really highlighted why they are here. Two of the girls wouldn’t look in the mirrors but it became the talking point about why they are in the group."
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
"We've been able to respond quickly to need and have an intervention in place. The parents are thrilled and the teachers are thrilled because we've got the programmes and know what to do!"
Verity Katuszka, TA at West Town Lane Academy, Bristol
-
“The Wellbeing profiles give me the key information and have helped me to watch, observe and notice how the young people are. It’s been really helpful. The protective factors too have helped to identify the strengths and helps to recognise next steps - so handy to have.”
Mel Singleton, Mountjoy School, Dorset
-
"One boy surprised me as he gets angry a lot in the playground. He is starting to understand what your emotions do to you. One day he couldn’t tell me what had happened but he handed me a folded note which said how he had started to get angry and could recognise it. He was able to acknowledge what had happened for him.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
-
“All the parents have received the leaflets and are completely on board. Before we start the programme we hand the parents the leaflet and ask them to have a read. It’s all there and then I make it the parent's decision if they want us to go ahead with the intervention. They go away and read it and they have all come back and said “Yes, let’s do it! It is just what’s needed.”
Mel Singleton, Mountjoy School, Dorset
-
"The children really talk to each other and give each other advice.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
-
"The biggest highlight for me is how quickly a particular child has got involved and how much he engages in conversations. It is so rewarding to see him engage. He is more relaxed, happier and he seems less like a rabbit in the headlights.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
-
"It is nice that there is a script, we are all very busy so it is good to be able to use the pack and it is very flexible.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
-
"We have been using Exploding me with a group of boys. They loved the rocket session and we did it over two weeks. One of the boys linked what had happened to him in the playground with what had happened in the book we had read; ‘Andrew’s angry words.’ It really helped him to reflect and talk about what had happened for him.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
-
“I feel much more confident now! I absolutely love it. I’m on a real high running my Hamish & Milo groups!”
Jo Borowy, Barley Lane Primary, Redbridge
-
“When you look and look for a SEMH resource, and then this one comes along, and when I saw it and the contents I was like ‘When can I start it?’ It’s just brilliant!”
Mel Singleton, Mountjoy School, Dorset
