Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. This page outlines some ways in which social, emotional and mental health needs may present at the Universal Level of the Graduated Approach. There are also details of some model provision and strategies that may be useful at this level.

Needs Descriptors

Emotional Health and Wellbeing

• The child or young person may experience difficulties getting into setting and settling in or following routines, initially in the first few months.
• The child or young person may have difficulty sustaining attention in line with typical development, for example, may flit between activities.
• The child or young person may have some difficulty with emotional regulation in response to certain situations for example difficulty calming down when upset.

Social Behaviour

• The child or young person may struggle to recognise some feelings of others for example, someone being kind.
• The child or young person may occasionally withdraw and remain on the fringes of activities for example, when feeling uncertain or anxious about an unfamiliar activity (emotional dysregulation).
• The child or young person may have some infrequent difficulties interacting with others but these do not present harm to themselves or others.

Relationships

• The child or young person may have some difficulties separating from parent/carers in line with typical development.
• The child or young person may demonstrate a difficulty in coping when interacting with other children in line with development. For example, struggles to share, takes things from others, takes control, struggles to maintain friendships.
• The child or young person may need support to develop understanding of appropriate boundaries in line with development.
• The child or young person may regularly fall out with friends and peers but does have a consistent group of friends or friendships.

Model Provision and Strategies

• Clear behaviour expectations
• Relational approach
• Growth Mindset
• Listen to the child or young person
• Identify strengths and interests
• Cue in by name
• Calming music when appropriate
• Kinaesthetic learning opportunities
• Use interactive strategies ( e.g. Kagan structures)
• Positive language and unconditional positive regard
• Clear time limits for work (not during break times)
• Consider seating arrangements (for e.g. for attention, focus, good role models)
• Safe place to store belongings
• Transitions considered
• Tools and equipment clearly labelled and accessible
• Chunk instructions and support with visual cues
• Communicate in a calm, clear manner
• Keep instructions, routines and rules short, precise and positive
• Specific strategies/resources:

 ➢ Worry box
 ➢ Calm spaces
 ➢ Movement breaks
 ➢ Restorative practice
 ➢ Circle time
 ➢ Fidget resources

Links

• Removing Social, Emotional and Mental Health Barriers
• Training and Resources

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