What is SEMH?

In the world of education ‘Social and Emotional Mental Health’ refers to the overall development of learners in terms of their social and emotional wellbeing. It is a broad term and refers to any challenges relating to one’s mental wellbeing, including difficulties coping with stress, maintaining relationships or managing emotions. These issues can vary in severity and may be temporary or episodic. Social and emotional mental health issues focus on challenges related to social interactions, emotional regulation and self awareness.

Coping with social and emotional issues is part of adolescent development. It’s important to recognise that the teenage years are a period of significant change, both physically and emotionally. It’s normal for adolescents to experience fluctuations in mood, heightened emotions and challenges relating to identity and social relationships and they navigate this developmental stage. However, when these typical struggles become pervasive, intense or disruptive to daily functioning, they may indicate underlying social and emotional mental health issues / disorders / illnesses.

Support services are under-resourced and overwhelmed by demand leading to only having capacity for exceptionally high need symptoms.

Where help and support is available it’s common for young people, their parents or other advocates, to need to be very proactive and well-informed in order to access it.

SEMH causes in adolescents;

1. Anxiety disorders: Many adolescents experience anxiety as they grapple with academic pressures, social expectations, and uncertainties about the future. However, excessive worry, irrational fears, and avoidance behaviours that significantly interfere with daily life might indicate an anxiety disorder.
2. Identity issues: Adolescents are in the process of developing their sense of self and establishing their identity. Issues related to self-esteem, body image, gender identity, or sexual orientation can contribute to emotional distress and impact mental well-being.
3. Social challenges: Peer relationships become increasingly important during adolescence, and social dynamics can be complex and challenging. Difficulties with forming friendships, navigating social situations, or experiencing bullying and social exclusion can have a significant impact on an adolescent’s mental health.
4. Depression: Adolescents may experience feelings of sadness, hopelessness, or irritability, which are common during this developmental stage. However, persistent low mood, loss of interest in activities, changes in appetite or sleep, and thoughts of self-harm require attention and evaluation for depression.
5. Emotional regulation: Adolescents are learning to manage and express their emotions effectively. Difficulties in regulating emotions, impulsivity, or engaging in risky behaviours might signal emotional dysregulation issues that could benefit from therapeutic interventions.

It’s essential for parents, caregivers, educators, and mental health professionals to be mindful of the unique challenges adolescents face and to provide them with support, resources, and a safe space to openly discuss their feelings and experiences. Early intervention and access to mental health services can help adolescents navigate these challenges and promote their overall well-being.

SEMH management and support for adolescents

At NMT we have developed a strategy for supporting young people with SEMH needs. We’re working to make sure that young people who have increased or chronic need get the help they need. We actively support all our young people whether they are receiving our Extra Help. We foster positive relationships and create a culture of respect and inclusivity. We employ proactive and overt teaching of social and emotional skills (PSHEC

& SEL Curriculum). But for those that need Extra Help, we have two options.

What outcomes are we looking for and how do we know if we’re making a difference?

• We know that supporting SEMH means leads to better academic outcomes.
• We want to promote positive learning outcomes and overall learner growth.
• We’re working on taking a closer look at outcomes with these new support offers. We will keep you updated on this exciting action research.
• We are looking for attitude and behaviour adjustment
• We want to see improved wellbeing, leading to better academic outcomes, better choices and a more positive trajectory for life.

The SCARF system is a model we use to help us understand and manage social behaviour and motivation in our education settings. It was developed by Dr. David Rock and stands for five key domains that influence our interactions and responses to social situations:

1. S – Status: Our relative importance or rank compared to others.
2. C – Certainty: The need for predictability and clarity about the future.
3. A – Autonomy: The sense of control over events and choices in our lives.
4. R – Relatedness: The feeling of safety and connection with others.
5. F – Fairness: The perception of fair exchanges and impartial treatment.

The SCARF model is often used to guide leadership, improve communication, and foster positive work environments by addressing these fundamental social needs.