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 child or young person may need encouragement to attend school.
• The child or young person may show emotional distress, which usually subsides with support.
• The child or young person may be worried about getting their work wrong or making mistakes.
• The child or young person is usually able to recognise, reflect on and communicate their emotions with some support.
• The child or young person emotional regulation needs rarely impact on their attendance, engagement in learning and/or wellbeing.
• The child or young person may show low self-esteem and/ a lack of confidence.
• The child or young person may have some difficulties, getting into school, settling into specific lessons despite support.
• The child or young person may need help to engage in activities.
• The child or young person may struggle to maintain attention during activities.

Social Behaviour

• The child or young person may struggle to acknowledge or accept responsibility for wrongdoing according to setting.
• The child or young person may have increasing difficulties in sharing, turn-taking or waiting.
• The child or young person may need some prompts to interact appropriately.
• The child or young person is usually able to recognise and manage personal, social, environmental, and physical risks with some support.

 Relationships

• The child or young person may struggle to make and maintain friendships.
• The child or young person may demonstrate difficulties with interpersonal communication and/or relationships.
• The child or young person may have difficulties with staff relations (secondary).
• The child or young person sometimes shows an 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

Introduction Image

Display your introduction over featured image?: No