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 emotional regulation needs rarely impact on their attendance, engagement in learning and/or wellbeing.

The CYP:

• may experience some difficulties getting into the setting and settling in or following routines over a longer period of time.
• may show emotional distress, which usually subsides with support.
• may be worried about getting their work wrong or making mistakes.
• place unreasonable expectations on themselves that may cause high levels of distress.
• is usually able to recognise, reflect on and communicate their emotions with some support.
• may show low self-esteem and/ a lack of confidence.
• may struggle to maintain attention during activities.

Social Behaviour

The CYP:

• may have increasing difficulties in sharing, turn-taking or waiting.
• may need some prompts to play and learn with peers.
• is usually able to recognise and manage personal, social, environmental, and physical risks with some support if necessary.
• may present with some behaviours which may be injurious or endanger self/others (1 or more times a week).

 Relationships

The CYP may:

• have some difficulties with making and maintaining friendships.
• demonstrate difficulties with interpersonal communication and/or relationships.
• shows some awareness of other people’s emotions and how their own actions impact on themselves and others.

Model Provision and Strategies

• Individual workstation
• Individual visual timetable (NOT bespoke)
• Now and next/ now, next, then
• Hover support
• Visual timer e.g. sand timer
• Personalised reward chart
• Pass card for time out
• Teach learners how to use post-it notes /whiteboard for questions and ideas
• Personalise teaching where possible to reflect CYP’s interests
• Soft start- settling time in a morning
• Additional movement breaks (legitimise e.g. doing a job)
• Specific strategies/resources:

➢ Emotions scale
➢ Sensory circuit
➢ Social groups
➢ ELSA support
➢ WMIM support
➢ Circle of friends
➢ Calm space

Links

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

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