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Discover how SEMH needs affect child mental health.
We discuss what SEMH is, how you can identify barriers behind behaviour & support emotional wellbeing in the classroom.
Every child wants to do well in school, to learn, and to feel like they belong. But for some, hidden struggles can make the school day feel overwhelming. This is where we need to understand SEMH, which stands for Social, Emotional, and Mental Health. It’s a way of looking past behaviour to see the real reasons a child might be struggling.
Concerns about the well-being of young people are growing. The idea of SEMH helps us support children who are finding things difficult. It encourages us to be curious about what is driving their actions.
SEMH is a type of special educational need. It describes children who have trouble managing their emotions, behaviour, and relationships with others. These difficulties can make it hard for them to learn and succeed in a school setting. The term recognises that these struggles come from emotional or mental health needs, not a deliberate choice to be disruptive.
The term SEMH replaced an older one: ‘SEBD’ (Social, Emotional and Behavioural Difficulties). The word ‘behaviour’ was removed on purpose. This change shows that we now understand that challenging behaviour is often a sign of deeper issues. It is not a character flaw. This helps educators and parents focus on the root causes of a child’s distress, rather than just reacting to how they act. The focus shifts from blame to empathy and support.
SEMH covers a wide range of difficulties. Children’s mental health needs can appear in many different ways. They can include conditions like anxiety, depression, and attachment disorders. They can also involve more complex behaviours. This broad scope shows how important it is to give each child the specific support they need. This helps them build confidence, resilience, and the ability to engage with their learning.
SEMH needs can show up in the classroom in various ways. It’s not always about loud or disruptive actions. While some children might act out by being aggressive or running away, others show more subtle signs. These are “acting in” behaviours, such as pulling away from others, refusing to speak, or putting their head on the desk. It is vital to see these behaviours as possible signs of an underlying SEMH need.
At home, SEMH needs can create different challenges. Trouble sleeping, changes in eating habits, or intense anxiety when separated from a parent are common signs. Some children hold their emotions in all day at school, only to have an outburst at home. This is sometimes called the “coke bottle effect.” It shows the huge emotional effort some children make just to get through the school day.
It is also important to know that emotional and physical health are linked. Many children with SEMH needs often complain of stomach aches or headaches. These can be physical signs of their inner emotional pain. Noticing these physical symptoms can be the first step toward providing the right care and support.
Behaviour is a way for children to communicate, especially when they don’t have the words to explain how they feel. This idea means that every action, whether it’s disruptive or withdrawn, is sending a message. Understanding this helps us address the child’s underlying needs instead of just managing their behaviour.
A useful way to think about this is the iceberg analogy. The behaviour we see is just the tip of the iceberg. Below the surface are the hidden needs and feelings driving those actions. These could be fear, hunger, feeling unsafe, or sensory overload. Knowing that most of what causes a behaviour is hidden helps us respond with kindness and curiosity.
To support children well, we need to change how we see their behaviour. Instead of asking, “What is wrong with this child?” we should ask, “What is this child trying to tell me?” or “What has happened to this child?” This shift helps us to be more empathetic. It allows us to focus on the real cause of the behaviour, creating a safer and more supportive space for the child.
Adverse Childhood Experiences (ACEs), like trauma or neglect, can have a big impact on a child’s developing brain. When a child goes through a lot of stress, their brain can get stuck in a “fight, flight, or freeze” mode. This is a survival instinct. But when it’s always active, it stops the child from feeling safe or managing their emotions. This can affect their ability to focus, learn, and build healthy relationships.
Children who are neurodiverse, such as those with ADHD or Autism, can face SEMH challenges. This often happens if their environment does not meet their sensory or processing needs. If their condition is not understood or supported, they can feel frustrated and isolated. This can lead to behavioural outbursts as they try to cope. An inclusive environment that adapts to their needs is key to their well-being.
A child’s home life and social world can also play a big part in their mental health. Things like unstable family relationships, money worries, or parental mental health struggles can contribute to SEMH needs. Bullying or not having supportive friends can make things worse. A holistic approach that looks at the child’s whole world is needed to offer the right support.
When a child is stressed, their brain goes into survival mode. The part of the brain that handles threats takes over. This means the part responsible for logic, reason, and learning is harder to access. A child who is emotionally upset cannot learn effectively because their brain is focused on staying safe, not on new information.
Children who struggle in the classroom may start to believe they are “bad” or “stupid.” This damages their self-esteem. They might stop trying to learn as a way to protect themselves from feeling like a failure again. This can become a major barrier to their academic and personal growth.
Research shows that children with SEMH needs are more likely to struggle academically. They often fall behind their peers and are at a higher risk of being excluded from school. This highlights how important it is to provide early and targeted support. This helps them build the skills they need to succeed in school and in life.
A supportive school culture built on strong relationships is essential. When children feel understood and valued, they feel safe enough to learn. Encouraging positive connections between staff and students helps every child feel like they belong.
One-to-one tutoring creates a safe space away from the pressures of a busy classroom. Without the fear of being judged, children feel more comfortable asking questions and learning at their own pace. This individual attention builds trust and helps a child re-engage with learning.
An effective approach puts the relationship first. A tutor can meet the child where they are emotionally, offering patience and understanding. This non-judgmental support helps rebuild a child’s belief in their ability to succeed.
Sessions can be adapted to the child’s needs and interests to keep them engaged. By using a positive and personal approach, tutors can help children grow both academically and emotionally.
SEMH stands for Social, Emotional, and Mental Health. It is used in schools to talk about children who struggle with their feelings, behaviour, or getting along with others. These struggles often come from real emotional or mental health needs. It’s important to understand that children with SEMH needs are not being difficult on purpose.
SEMH needs can look different for each child. Some children “act out” with behaviours like getting angry or running away. Other children show “acting in” behaviours, such as being very quiet, refusing to join in, or turning away from classmates. At home, you might notice problems with sleep, changes in eating, or big emotional reactions after school.
Not always. Challenging behaviour is often a way for children to show us how they are feeling inside. What you see on the outside is just part of the story. Many times, these behaviours are driven by hidden feelings like fear, frustration, or feeling unsafe. Instead of only looking at the behaviour, it helps to ask what the child might be trying to tell us about their needs.
Many things can cause SEMH difficulties for children. Some children go through tough times called Adverse Childhood Experiences (ACEs). These include trauma, neglect, or loss. Children with conditions like ADHD or Autism may also struggle if their needs are not met or understood. Problems at home, like family stress or troubles with friends, such as bullying, can also affect a child’s emotional well-being.
The best way to help a child with SEMH needs is to give them a safe and caring space. In school, this means building strong and trusting relationships, sticking to clear routines, and offering quiet areas where children can go to calm down. Helping children learn to talk about their feelings is very important. At home or with one-to-one support, showing patience, kindness, and not judging them can help a child feel confident and safe to try learning again.
Understanding that behaviour is a form of communication is the first step toward unlocking a child’s potential. Whether your child is “acting out” or “acting in,” they are asking for a safe space to be understood.
At Bright Heart, we specialise in providing that space. Our tutors aren’t just educators; they are mentors who prioritise emotional well-being alongside academic progress. By building a foundation of trust and using a non-judgmental approach, we help children with SEMH needs move past the “coke bottle effect” and rediscover the joy of learning.
You don’t have to navigate these challenges alone. If you feel your child would benefit from a supportive, one-to-one environment tailored to their unique emotional and social needs, we are here to help. Learn more about our mission to provide compassionate, person-centred tutoring or contact Bright Heart today to discuss how we can support your child’s well-being and education.
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