SEMH (Social, Emotional and Mental Health)
SEMH is one of the four broad areas of need in the Department for Education SEND Code of Practice.
Children with SEMH may:
Struggle with emotional regulation
Show anxiety, low mood, or attachment difficulties
Display challenging or withdrawn behaviour
Have experienced trauma or adverse childhood experiences (ACEs)
Support might include:
ELSA (Emotional Literacy Support Assistant)
Therapeutic interventions (CBT-informed, play therapy)
Behaviour support plans
Pastoral mentoring
Access to CAMHS (via National Health Service)
Autism (ASC/ASD)
Autism is a neurodevelopmental difference affecting communication, interaction, and sensory processing.
Autistic learners may:
Prefer routine and predictability
Experience sensory sensitivities
Find social communication challenging
Have focused interests
Mask difficulties in school
Support strategies:
Structured environments (visual timetables, now/next boards)
Clear, literal language
Sensory adjustments (quiet spaces, movement breaks)
Social communication interventions
Autism-specific staff training
Guidance is informed by the National Autistic Society and statutory guidance from the Department for Education.
SEND (Special Educational Needs and Disabilities)
SEND covers four broad areas of need under the Code of Practice:
Communication & Interaction
Cognition & Learning
Social, Emotional & Mental Health
Sensory & Physical
Children may receive:
SEN Support (school-based provision)
An EHCP (Education, Health and Care Plan)
Targeted or specialist provision
Outreach from specialist settings
Specialist Support Options
Depending on level of need, support may include:
Mainstream school with additional provision
Resource base or ARP (Additionally Resourced Provision)
Specialist SEMH school
Specialist autism provision
Alternative provision