SEMH and its impact on children’s life chances

The significance of SEMH is vital as it can have a huge impact on a child or young person’s sense of self, their ability to learn, develop friendships, regulate emotions, manage behaviours and succeed academically.

For many children, their emotional needs impact their learning, they can struggle to engage and cope in the classroom without additional strategies and interventions.

Recognising SEMH needs is the responsibility of all school staff, and leaving them unaddressed can significantly hinder a child’s academic potential and overall school experience. Early identification of SEMH in school is key, the sooner school staff can recognise the needs, the sooner they can implement appropriate interventions and strategies. Intervention can help children build resilience, foster emotional regulation, cognitive abilities, and reach their full potential.

What we see in school and settings are behaviours that significantly affect:

  • Attendance
  • Academic engagement and outcomes
  • Social and emotional skills development
  • Emotional wellbeing and long-term mental health
Long-term mental health

SEMH is often considered one of the biggest challenges in the classroom

For schools, managing behaviours associated with SEMH is particularly challenging and sadly results in high levels of suspensions and exclusions. This makes the children even more vulnerable long term, in not having their needs met or having access to the right provision.

Research shows us that children with SEMH as a SEND need are more likely to be excluded or suspended, struggle with attendance, underachieve than any other SEND category, and sadly, SEMH is one of the fastest growing areas of need. Data published by the Department for Education¹ demonstrates the desperate picture for children with SEMH needs as being the most common SEND type among those who were permanently excluded or suspended during primary school.

  • The most common reason for suspensions and permanent exclusions was persistent disruptive behaviour
  • The highest suspension rates overall are for children with SEN
  • Boys have 1.5 times the rate of suspensions as girls
  • The suspension rate for FSM children is almost four times that of non-FSM children, rising to almost five times the rate for permanent exclusions

Suspensions increased for primary pupils by 27%, from 66,200 to 84,300 for the academic year 2022-2023

Permanent exclusions increased for primary pupils by 58%, from 760 to 1,200 for the academic year 2022-2023

SEMH needs are the most common reason for school suspensions among pupils with special educational needs (SEND).

Significant findings were also published in the Chance UK Report ‘Too young to leave behind’ that focused on the long-term negative impact of exclusions and suspensions in primary school.²

Excerpts include:

“Pupils who experienced permanent exclusion or suspension during primary school were more likely than those who experienced neither to have characteristics associated with lower Key Stage 4 outcomes, such as being eligible for free school meals, having an identified special educational need or disability (SEND), and being looked after.”

“Pupils who experienced permanent exclusion or suspension in primary school had much higher rates of absence and persistent absence in secondary…”

“Achievement among pupils who were permanently excluded or suspended during primary school was lower than those in the matched group. The difference was bigger for those who were permanently excluded than those who were suspended.”

Suspensions among students

Rising number of pupils with SEMH as their primary need

SEMH is one of the fastest growing areas of need. The number of children with education, health and care plans (EHCPs) where SEMH is the main area of need has risen by 77.8% in six years, official DfE data shows.³

¹ Department for Education’s (DfE) Suspensions and Permanent Exclusions in England, for the academic year 2022/23 https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23
https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england (Latest figures)
² Chance UK, Too Young to Leave Behind, The long-term negative impact of exclusions and suspensions in primary school report, January 2024 https://www.chanceuk.com/wp-content/uploads/2024/04/Too-Young-to-Leave-Behind-full-branded-report_Final.pdf
³ Department for Education’s (DfE) Special educational needs in England, for the academic year 2023/24 https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england