Social, emotional and mental health (SEMH)

We know that children with SEMH needs are at a disadvantage. Studies have consistently shown that a child’s mental health significantly influences their academic success. Social, emotional and mental health can hinder a child’s ability to access education leading to their opportunities being significantly reduced. For many children, school is not just for academic growth but also a critical environment for social and emotional development. If SEMH needs are not met and addressed, the effects can persist throughout life into adulthood, despite economic prosperity or social mobility, which are often seen as solutions to other ‘disadvantages’.

However supporting children with SEMH needs can be challenging. Survey evidence tells the story that many teachers do not feel equipped to support pupils with additional needs in their classroom. Staff are often not trained as mental health practitioners, and access to the necessary support some children need is limited due to overwhelming demand, budget cuts, staff training and availability. High staff turnover also makes it harder to form relationships, the kind so desperately needed and essential for effective support.

Children and Young People’s Mental Health Services (CYPMHS) also known as CAMHS, have raised the threshold for accepting cases, focusing primarily on those with the most severe needs. As a result, many children experiencing mental health issues struggle to receive the support they require. There is a range of SEMH interventions pastoral staff can implement to make a real difference to the lives of children struggling with their SEMH.

A Tes commissioned survey revealed that only one in 10 primary teachers believed their training prepared them to effectively support pupils with SEMH needs.

Tes Global