Riding the Wave of SEMH: The Impact and Implications of Rising Social, Emotional and Mental Health Needs in Schools part 2

Identifying Those in Need:

There are various methods and tools used to identify students who may require SEMH interventions.

These include:

1. Screening tools:

These tools are designed to assess students’ social, emotional, and mental health needs. They can be in the form of questionnaires or checklists that help identify specific behaviours or symptoms associated with SEMH difficulties. Examples of screening tools include the Strengths and Difficulties Questionnaire (SDQ) and the Behaviour Assessment System for Children (BASC).

2. Observation and assessment:

Teachers and other professionals can observe students’ behaviour and interactions in different settings, such as the classroom, playground, or during extracurricular activities. This qualitative assessment can provide valuable insights into students’ social and emotional well-being and help identify those who may require additional support.

3. Academic performance and attendance:

Poor academic performance, frequent absences, or changes in behaviour can be indicators of underlying SEMH difficulties. Monitoring students’ academic progress and attendance records can help identify those who may need targeted interventions.

4. Teacher and parent referrals:

Teachers and parents often have close relationships with students and can provide valuable information about their social, emotional, and mental health. They may notice changes in behaviour, mood, or interactions that could indicate the need for intervention.

Why should you involve others when indentifying?

Involving teachers, parents, and other professionals in the identification process is essential for several reasons:

1. Holistic understanding:

Teachers spend a significant amount of time with students and can provide valuable insights into their behaviour, academic progress, and social interactions. Parents, on the other hand, have a deep understanding of their child’s emotional well-being at home. Collaborating with both teachers and parents ensures a holistic understanding of the student’s needs.

2. Collaboration and shared responsibility:

Involving teachers, parents, and other professionals fosters a collaborative approach to SEMH interventions. It allows for shared responsibility and ensures that all stakeholders are working together to support the student’s well-being.

3. Early intervention planning:

Teachers, parents, and professionals can collaborate to develop individualised intervention plans for students identified with SEMH difficulties. This early planning ensures that appropriate support strategies are implemented promptly, maximising the chances of positive outcomes.

4. Consistency and continuity:

Involving teachers, parents, and professionals in the identification process helps ensure consistency and continuity of support across different settings. It allows for effective communication and coordination, enabling a seamless transition between home and school environments.

In conclusion, early identification in SEMH interventions is crucial as it enables timely support and intervention for students. Various methods and tools, such as screening tools, observation, and assessment, can be used to identify students who may benefit from targeted interventions. Involving teachers, parents, and other professionals in the identification process is significant as it ensures a holistic understanding, collaboration, early intervention planning, and consistency in support.