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 CYP may:

• experience some difficulties getting into the setting and settling in or following routines initially g., when starting in a new class, after a holiday.
• have difficulty sustaining attention in line with typical development, e.g., may flit between activities.
• have some difficulty with emotional regulation in response to certain situations e.g., difficulty calming down when upset.

Social Behaviour

The CYP may:

• have some infrequent difficulties interacting with others but do not present harm to themselves or others.
• struggle to recognise other people’s perspectives.
• occasionally withdraw and remain on the fringes of activities e.g., when feeling uncertain or anxious about an unfamiliar activity (emotional dysregulation).

Relationships

The CYP may:

• have some difficulties separating from parent/carers.
• demonstrate a difficulty in coping when interacting with other children but does have a consistent group of friends or friendships. e.g., struggles to maintain friendships, regularly falls out with friends.
• need support to develop understanding of appropriate boundaries in line with development.

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

Introduction Image

Display your introduction over featured image?: No