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 Targeted 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’s emotional regulation needs may frequently (daily) impact on their attendance, engagement in learning and/or wellbeing.

The CYP may regularly (daily):

• seem unhappy or frustrated.
• become overwhelmed or dysregulated in the school environment and require support to re- regulate (e.g., calm space, Key Adult).
• feel anxious, which may be internalised or displayed through observable behaviours.
• have difficulty maintaining attention during formal learning.
• have difficulty accepting direct praise and encouragement.
• find it difficult to recover after setbacks.
• have difficulties recognising, reflecting on, and/or appropriately communicating their emotions.

Social Behaviour

The CYP:

• may become overwhelmed and withdraw, or self-isolate in social situations.
• may challenge rules and show resistance to support.
• may need some support to play and learn with peers (daily).
• may show a pattern of frequent (daily) behaviours which may be injurious or endanger self/others.
• may try to make interactions and situations predictable to increase their feelings of safety.

Relationships

The CYP may:

• have significant difficulties in making and maintaining appropriate relationships.
• find it hard to trust adults in their setting.
• often demonstrate social interaction difficulties.
• regularly appear very withdrawn.
• demonstrate ongoing separation difficulties.
• struggle to show an awareness of other people’s emotions and how their own actions impact on themselves and others.
• find it difficult to ask for or accept help.

Model Provision and Strategies

• One page profile
• Bespoke timetable
• Regular check ins
• Local Authority and Special School Outreach Support
• Educational Psychology Service involvement
• Alternative accreditation routes e.g. AQA unit awards
• Behaviour plan
• Individual risk assessment
• Specific strategies/resources

➢ Playing for purpose
➢ Lego based therapy
➢ Socially speaking

Links

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

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