Evidence-based SEMH programmes
Our range of social and emotional learning SEMH intervention programmes are evidence-based.
In collaboration with the University of Bath and supported by 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.
A recent quasi-experimental mixed-methods research study on the effectiveness of the Hamish & Milo SEMH Wellbeing Intervention Programme showed that after participating in the programme the following significant positive outcomes were reported by school staff, children and parents.
September 2024. Participants include 92 schools and over 1700 children.
Positive outcomes reported by school staff, children and parents
The children “found their voice.”
Their self-esteem and confidence increased so they could more easily share their feelings and experiences and ask for help and support when they needed it.
Children’s social and emotional skills improved.
Their self-awareness, resilience, and self-regulation increased so they were able to experience more empathy and build stronger, long-lasting social connections.
Children’s wellbeing improved.
They were happier, calmer, more positive and were thriving.
Children’s academic learning improved.
They developed a more positive attitude towards learning and became more independent, and these results were reflected in the classroom.
Parents noticed the changes in their children.
Parents reported the positive impacts they were seeing at home.
School leaders noticed a decrease in escalations and exclusions.
A decrease of dysregulated behaviour and a reduction in exclusions was experienced.
The impact was felt school-wide.
The positive impact for pupils and staff was noticed across the school.