Hamish & Milo Programme boosts confidence, wellbeing and engagement – and reduces exclusions in primary schools

New research by the University of Bath shows that a targeted social-emotional curriculum
helped children ‘find their voice’ – improving wellbeing and behaviour while reducing exclusions.

This two-year study of the Hamish & Milo Programme reveals compelling evidence that focused support can transform pupil outcomes in the post-pandemic era.

Research key highlights

  • Large-scale study: Over 1,600 primary pupils and 250 staff across 90+ schools in England took part in a two-year evaluation of the Hamish & Milo social-emotional learning (SEL) and social, emotional mental health (SEMH) programme.
  • Statistically significant gains: Schools saw clear improvements in children’s social and emotional skills, with better self-awareness and resilience reported after the programme.
  • Higher engagement and wellbeing: Teachers noted improved relationships, increased engagement in learning, and happier, calmer pupils thriving in class.
  • Fewer behavioural issues: Participating schools experienced a reduction in behavioural escalations and school exclusions for pupils after the intervention.
  • Measured impact: Objective assessments showed a 23% drop in pupils with high mental health difficulty scores (‘abnormal’ SDQ range) and a 1.2% drop in borderline cases post-programme.
  • Benefits for vulnerable groups: The programme proved particularly effective for children with special educational needs and disabilities (SEND), those from disadvantaged backgrounds, and pupils with existing social, emotional or mental health difficulties.
  • Positive feedback from staff and parents: Children “found their voice”, becoming more confident in expressing feelings and asking for help. Parents noticed their children were happier and more settled at home. School staff observed better classroom attitudes, with pupils more independent in learning and fewer crisis incidents requiring exclusion.

Improvement scores (%) for Strengths and Difficulties Questionnaire (SDQ) ‘Abnormal’ sample pre- and post-intervention

About the research study

Children’s social and emotional needs have risen dramatically in recent years, especially following the COVID-19 pandemic. Many schools report increasing numbers of pupils struggling with anxiety, low resilience, and challenging behaviours. The most current research, conducted in 2023, shows a significant increase with one in five children and young people now described as having a probable mental health disorder¹ and suspensions and permanent exclusions increasing significantly. Suspensions increased for primary-aged children by 27% last year and permanent exclusions increased for primary pupils by 58%.²

In response, Hamish & Milo – an organisation dedicated to improving children’s mental health and wellbeing – developed a targeted emotions curriculum for social-emotional learning and SEMH intervention delivered through structured small-group sessions. The programme aims to help children feel happier, heard, and connected by building their social and emotional competencies and become more self-confident, resilient and less anxious, with improved self-regulation and readiness to engage in learning and fulfil their potential with evidence-based resources and activities. To understand the impact of this approach, the University of Bath’s Department of Psychology collaborated with Hamish & Milo to rigorously evaluate the programme’s effectiveness in real school settings.

Study design

Researchers conducted a quasi-experimental, mixed-methods study over two academic years. Around 90 primary schools across England implemented the Hamish & Milo Programme with selected pupils needing extra support with SEMHD. 1,600+ primary aged children participated, including many with special educational needs or facing adversity, and were compared on key outcomes before and after the intervention.

Schools uploaded data to a digital platform tracking each child’s progress through standardised assessments. These measures included the Strengths and Difficulties Questionnaire (SDQ) – a widely used emotional and behavioural screening tool – as well as child self-report ‘Child’s Voice’ questionnaires and teacher-observed ‘Child Wellbeing Profiles’ tailored to the programme.

In addition, researchers gathered qualitative feedback via staff questionnaires and interviews (with headteachers, SENCOs, ELSA support staff, etc.) to capture experiences and perceptions in depth. This combination of quantitative and qualitative data provides a robust picture of the programme’s impact.

This multi-dimensional approach allowed the research team to understand not just whether the programme worked – but how and for whom it had the greatest impact.

University Of Bath Logo
Hamish & Milo Evidence Based Executive Summary 2025 Report

Results and outcomes

  • Measurable improvements in wellbeing and behaviour: The statistical results were striking. After completing the Hamish & Milo programme, pupils showed significant improvements. According to teacher-rated SDQ forms, children’s total difficulties scores dropped, meaning fewer emotional and behavioural problems were observed. Notably, there was a 23% reduction in the proportion of children with ‘abnormal’ (very high) difficulty scores, and even those in the borderline range improved by over 1%. In fact, four out of five SDQ subscales – covering emotional problems, conduct problems, hyperactivity, and peer relationship problems – showed significant decreases for the initially high-risk group. This indicates that many children moved out of the highest risk categories for mental health difficulties after the intervention. Improvements were echoed in the other tools as well: every subscale of every questionnaire showed positive change – children reported feeling better in themselves, and teachers noted growth in protective factors like coping skills. These across-the-board gains suggest the programme had a broad positive effect on children’s emotional wellbeing and behaviour in school.

  • Social and emotional growth (qualitative insights): Beyond the numbers, school staff and parents described transformative changes in children who took part. In interviews, educators repeatedly said that “the children found their voice” – shy or troubled pupils became more confident and willing to talk about their feelings. Self-esteem and confidence grew, enabling children to ask for help when needed rather than suffering in silence. Teachers reported that the positive impact was felt school-wide, not just in the small groups.

    Importantly, the boost in emotional wellbeing translated into better learning. Staff saw children become more engaged and independent in their classwork after gaining these social-emotional skills. Participants developed a more positive attitude toward learning, which showed in improved classroom participation and academic progress. Parents, too, saw differences at home: they reported their children were calmer, happier, and ‘’more settled’ after the intervention. These testimonials align with the quantitative data – as children’s coping skills and emotional understanding grew, their overall wellbeing and behaviour improved in observable ways.

  • Impact on vulnerable and SEND pupils: The research highlights that these outcomes were especially pronounced for children who typically struggle the most. The Hamish & Milo programme was designed as a targeted intervention, and it proved highly effective for students with additional needs. In the study sample, roughly a third of pupils had identified special educational needs and many came from disadvantaged backgrounds. The qualitative feedback from SENCOs and pastoral leads was that those previously hard-to-reach children responded exceptionally well – they felt safe, built trust with adults, and began to express themselves constructively. Children with conditions like ADHD or anxiety showed improved self-regulation and peer interactions, according to staff reports. The fact that all groups (including those on free school meals or with prior mental health challenges) showed improvement suggests this SEL approach can help close gaps: it benefits not only the general student body but also supports equity by lifting up the more vulnerable children. For school leaders focused on inclusion, this evidence is critical – it demonstrates a practical way to support SEND and at-risk pupils within mainstream settings.

Why these findings matter for schools

This study provides strong evidence that a structured social-emotional programme can make a meaningful difference in primary schools and improve pupil outcomes. In a time when schools are grappling with a rise in emotional and behavioural needs, the Hamish & Milo project offers a promising solution backed by data. The key ‘so what’ for school decision-makers is that investing in pupils’ social and emotional development pays off; children not only feel happier and more supported, but they also engage more in learning and require fewer disciplinary interventions. Reducing exclusions and behaviour incidents means more time in class and learning and a safer, more positive environment for everyone.

For headteachers and pastoral leaders, the report’s findings reinforce the value of allocating time and resources to SEL initiatives and SEMH interventions. Even with tight budgets and curriculum pressures, targeted programmes like Hamish & Milo show that we can address the multifaceted root causes of SEMHD if we focus on the needs behind the behaviour, rather than the behaviour itself.

SEL

Staff involved in the project noted that having a ready-to-run, evidence-based framework was crucial – it filled a gap where previously support might have only been available for individual cases. With this programme, schools could proactively support groups of children, using a consistent structure and language that the whole school could embrace. The result was a more inclusive school culture where children feel safe to express themselves and build trust with adults.

In summary, the University of Bath’s project shows that the Hamish & Milo Programme is an effective, research-backed approach to improving children’s emotional wellbeing, behaviour, and engagement at school. The combination of hard data and testimony delivers a clear message; when schools prioritise social-emotional learning, children thrive – personally, socially, and academically that can lead to better long-term outcomes.

This evidence can inform policy and practice, giving school leaders confidence that dedicating effort to SEL and SEMH support is not just compassionate, but also leads to measurable improvements in outcomes that matter, from happiness in the playground to attention in lessons and reduced exclusions.

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¹ NHS Digital (2023). Mental Health of Children and Young People in England 2023.

² Department for Education (2024). Permanent and Fixed Period Exclusions in England: 2022/23.

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