Social, Emotional and Mental Health: Policy, Process and Practice

Social, Emotional and Mental Health: Policy, Process and Practice

Within the SEN code of Practice, Behaviour Emotional and Social Difficulties (BESD) has been replaced by the new term Social Emotional and Mental Health (SEMH).

The recent report “Mental Health and Behaviour in Schools” builds on the above theme by outlining a range of risk factors as well as a number of key recommendations for effective support.

In addition, it will be important to consider how the new Ofsted framework will interpret the provision of “Personal Development, Behaviour and Welfare” during a school inspection.

The key objectives of this course will be as follows:

  1. To consider the issue of SEMH as it relates to the new SEN code of practice and the Mental Health and Behaviour in schools report.
  2. To develop Personal Development Behaviour and Welfare within school settings.
  3. To provide a range of systems and strategies to effectively manage specific SEMH issues.


The content of the course will include:

  • Polices and Process

Consider recent legislation, documents and procedures regarding Social, Emotional and Mental Health in schools.

  • What is SEMH

Demystify a range of issues within this term including; ADHD, Bipolar Disorder Conduct Disorder and Oppositional Defiant Disorder.

  • Introducing the SF3R model of Management

Structure, Flexibility, Rapport, Relationships and Role Models will be outlined as a proactive management model for the issues within the SEMH spectrum.

  • Structure and Flexibility

A range of approaches for setting boundaries while adapting to the specific needs of children and young persons with Social, Emotional and Mental Health.


  • Building Rapport, Relationships and developing Role Models  

Techniques for developing effective rapport with disaffected children and young people will be outlined, along with issues of building relationships within peer groups and developing effective communication with parents and carers.

  • Working with other agencies

Within the context of the “village raising the child” consideration of how and when to involve and access other professionals in order to support specific individuals and specific situations will be reviewed.