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

• Needs Descriptors

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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