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 child or young person may regularly seem unhappy or anxious.
• The child or young person may regularly become overwhelmed in the school environment and may need reassurance.
• The child or young person may be feeling anxious on a regular basis during learning which may be internalised or displayed through behaviours.
• The child or young person may regularly struggle to maintain attention during formal learning.
• The child or young person may show regular signs of low mood such as sad/tearful, anxious, tired, frustrated. This may be out of character.
• The child or young person may struggle to accept direct praise and encouragement.
• The child or young person may often demonstrate distressed states (tearful, sad, worried, low self-esteem, low motivation, hypervigilance).
• The child or young person may find it difficult to recover after setbacks.
• The child or young person may show signs of low self-esteem.
• The child or young person has difficulties recognising, reflecting on, and/or appropriately communicating their emotions, which may lead to distress and challenging or withdrawn behaviours.
• The child or young person’s emotional regulation needs may frequently (daily) impact on their attendance, engagement in learning and/or wellbeing.

Social Behaviour

• In social situations the child or young person may become overwhelmed and withdraw, or self-isolate.
• The child or young person may challenge rules and shows resistance to support.
• A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.
• The child or young person’s difficulties with emotional regulation may present as manipulative behaviour, attempts to control the environment and/or withdrawal.

Relationships

• Frequent and persistent difficulties in making and maintaining appropriate relationships
• The child or young person may find it hard to trust adults in their setting.
• The child or young person may often demonstrate social interaction difficulties with others.
• The child or young person may regularly appear very withdrawn in a way that may be unusual for them.
• The child or young person may demonstrate ongoing separation difficulties.
• The learner may struggle to show an awareness of other people’s emotions and how their own actions impact on themselves and others.

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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