Social, Emotional and Mental Health- Key Stage 2

SKILL	WHAT TO DO Identifying and supporting need	ASKING FOR HELP Starting Assess, Plan, Do, Review	WHEN MORE HELP IS NEEDED Targeted support
Social and Interpersonal Skills Relationships	Classroom: Use PSHE lessons to teach skills like active listening, turn-taking, empathy, and conflict resolution. Role-play common social scenarios (e.g., joining a group, handling disagreements) to build confidence. Regular class discussions to help encourage open communication and helps children understand different perspectives. Use prompts like “How do we show kindness?” or “What makes a good friend?” to guide discussions. Use turn-taking games and co-operative learning activities during subject lessons or during free time that require collaboration, such as jigsaw activities or team challenges. Assign rotating roles (e.g., speaker, recorder, encourager) to ensure equal participation. Whole school: Consider implementing Restorative practices to prevent conflict, build relationships and repair harm by enabling people to communicate effectively and positively. Provide access to supervision and training to encourage staff to reflect on their current practice within their school environment, e.g.trauma- informed practice. The EPS can also support with this. Adopt a planned PSHE curriculum that involves whole class discussion and activities that explore different relationships, e.g. Quality Circle Time, Philosophy for Children. Promote a consistent, positive behaviour policy that values respect, kindness, and inclusion. Implement No Outsiders – a whole school approach to inclusion. Use restorative approaches to resolve conflicts and rebuild relationships. Recognise and reward acts of kindness, teamwork, and empathy in assemblies or newsletters. All staff to model respectful communication and emotional regulation. Encourage staff to narrate their own social problem-solving to model strategies for pupils. Access to Mental Health First Aid training for staff to support their understanding of fostering positive peer relationships.	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs and inform group interventions, for example: Boxall Profile. Child and Youth Resiliency Measure. The Strengths and Difficulties Questionnaire (SDQ). Emotional Literacy Assessment Offer small group interventions to promote positive peer interactions including: Time to Talk. Circle of Friends. FRIENDS for Life. S. S Grin. Social thinking curriculum Talkabout social skills Black sheep press Friendship groups/ resources Brick by brick program Nurture Groups. Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs, for example: Kidscreen.	In consultation with relevant outside agencies (e.g., Educational Psychology Service,), provide 1:1 tailored intervention planned to enable the child to meet specific targets in relation to peer integration/friendships. Identify and complete appropriate assessments to establish a greater understanding of the child’s needs and inform individual intervention: Emotional Literacy Assessment.
Social Awareness and Understanding	Classroom: Use stories, role-play, and drama to explore how characters feel and why they act the way they do. Ask reflective questions like, “How do you think they felt?” or “What would you do in their shoes? Use daily check-ins with emotion charts or zones of regulation to help children identify and express their feelings. Encourage children to notice and respond to how others are feeling. Choose books and videos that highlight diverse experiences, cultures, and emotions. Discuss characters’ motivations and how their actions affect others. Narrate your own thinking when responding to others’ emotions (e.g., “I can see you’re upset, and I want to help.”). After group tasks, guide pupils to reflect on how they worked together: “What went well?” “How did we support each other?” Ensure preparation for changes to activities/ routines/staffing. Provide a plan and support for unstructured and/or transition times. Utilise visual timetables/schedules. Use role play/verbal rehearsal before activities to reinforce behavioural expectations and reduce anxiety. Implement ‘Talk Time’, a timetabled opportunity to discuss PHSE related topics, news, class concerns, etc. Whole school: A behaviour policy underpinned by a clear ethos and values. Embed monthly or termly themes (e.g., empathy, respect, inclusion) into assemblies, displays, and newsletters. Use real-life examples and pupil stories to highlight these values. Encourage peer-led initiatives that promote kindness and understanding. Celebrate cultural, religious, and neurodiversity awareness days to foster understanding and appreciation of differences. Involve pupils in planning and presenting these events. Use restorative conversations to help pupils understand the impact of their actions on others. Focus on repairing relationships rather than assigning blame. Encourage consistent language and approaches across the school. Staff to place emphasis on choice rather than control and “take up time” to respond to choose whenever possible.	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs and inform group interventions, for example: Boxall Profile. Child and Youth Resiliency Measure. The Strengths and Difficulties Questionnaire (SDQ). Offer small group interventions to promote positive peer interactions including: Social thinking curriculum Talkabout social skills Black sheep press Friendship groups/ resources – Brick by brick program Use personalised resources like Social Stories (Carol Gray) to reaffirm understanding of behavior in specific situations according to the needs of the individual child. Use Comic Strip Conversations to reflect on real-life events and consider alternative ways of responding. Access ELSA Social Skills resources	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: Emotional Literacy Assessment Blob Tree
Managing Emotions	Classroom: Create a calm, positive and nurturing classroom environment (see: ATRCM observation and planning schedule or classroom wellbeing toolkit) Embed whole-class approaches such as Go Noodle., Zones of Regulation, or Mindfulness to teach calming and self-regulation techniques. Incorporate movement breaks and breathing exercises to help pupils manage their emotional states (see: Moodboosters) Use a wide emotional vocabulary in daily conversations and teaching moments. Discuss feelings openly, using real-life scenarios, stories, or characters to explore emotional responses and appropriate coping strategies. Create classroom displays that promote emotional literacy (such as: emotion thermometers or zones). Identify patterns to determine whether emotional needs are situational or more generalised and adapt strategies accordingly. Staff should aim to use distraction techniques and re-direction when a child is becoming dysregulated. Whole school: Embed whole class approaches to teaching emotional regulation strategies e.g. Emotionally Friendly Settings. Embed mindfulness on a whole school level (see: Teach Paws b (7 – 11) – Mindfulness in Schools Project) Consistent use of dysregulation strategies and language by staff in school. Provide CPD on Emotion Coaching, trauma-informed practice, and recognising emotional dysregulation. Embedded practices around emotional regulation and explicitly teach de-escalation and self-management strategies. (e.g., Zones of Regulation) Staff knowledge around, trauma-informed responses to emotional dysregulation (see: UK Trauma Council or Beacon House for resources and guidance on Childhood Trauma and The Brain, Childhood Trauma and PTSD, Traumatic Bereavement. Encourage staff to model emotional regulation and reflective practice. Create designated calm areas or sensory spaces where pupils can go to self-regulate. Ensure these are accessible, non-punitive, and supported by trained staff. Implement school-wide systems for emotional check-ins (e.g., morning feelings boards, check-in cards).Use this data to identify pupils who may need additional support. Share emotional regulation strategies with parents/ carers through workshops, newsletters, or home packs to encourage consistent language and approaches between home and school. Use emotional validation strategies when a child is upset, angry or distressed, e.g. Emotion Coaching approach to support attuned relationships. Discuss and model feelings and emotions often, using a wide vocabulary of feelings and emotions words. Create displays focused on developing emotional vocabulary. Gain pupil feedback to inform the whole school approach (see: https://www.birmingham.ac.uk/schools/social-policy/departments/health-services-management-centre/mental-health-and-wellbeing-with-children Staff to have an awareness of child development and key concepts that influence this (e.g., attachment) Implement an evidence-based framework to help develop a holistic, whole-school or college approach to mental health (see: 5 Steps to Mental Health and Wellbeing – free framework \| Anna Freud) Look at creating safe spaces in school. Look at implementing whole school opportunities to complete activities to support mental health (see: 5 ways to get children moving for their mental health \| Place2Be and the Daily Mile) Access websites such as ‘MindEd’ for information around mental health. Follow guidance around supporting mental health in schools (see: Mental health and behaviour in schools) Support available for staff working with learners with SEMH via group or individual supervision or debrief sessions.	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: Boxall Profile. The Strengths and Difficulties. Questionnaire (SDQ). Superflex Program. Blob.. Use appropriate emotional awareness and regulation workbooks or programs within individual or a small group, such as: Think Good, Feel Good. Starving the Anxiety Gremlin. Starving the Angry Gremlin. Use resources to scaffold and support establishing difficulties within incidents, see: Exploring Situations and Problems (ESP) Complete worksheets/booklets with pupils around CBT style input (see: WeHeartCBT) Use gentle praise when self-calming strategies are attempted, even if unsuccessful. Consider the child’s individual sensory profile with interventions planned in line with this. Provide movement breaks for those with sensory needs. Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or calming activities (colouring, play dough, theraputty). Ensure access to these activities at all times through use of a ‘calm box’.	Work with a group of key staff to identify the individual profile of the child to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de- escalating adult responses. Contact Educational Psychology Service/. Assign a key adult/ team of adults for daily check ins. Use the Incredible 5-Point Scale to aid emotional self-regulation. Adults to understand the arousal curve and the arousal continuum to support the child. Utilise specialist therapeutic interventions, e.g. play therapy, art therapy. Reintegration to class/school following therapeutic work needs to be managed sensitively and appropriately. Seek support from the relevant services within Tameside and signpost with information, see: Children and Young People Mental Health Support – Tameside MBC
Reducing Anxiety	Classroom: Use whole class approaches to teaching emotional regulation strategies, e.g. Zones of Regulation, cosmic kids yoga, peer massage, calm boxes. Practice calming strategies as a class routinely, particularly after a transition from break or lunch, e.g. colouring or mindful breathing exercise. Use consistent routines, visual schedules, and clear expectations. Keep the classroom low-arousal with calm tones, tidy spaces, and soft lighting where possible. Introduce and regularly practise mindfulness techniques like: Box breathing Grounding games (e.g. “5-4-3-2-1” senses) Worry jars or journals Use these proactively, not just in moments of distress. Provide emotion check-in boards, worry monsters, or “I need help” cards. Use stories, videos, or characters to explore common worries and model coping. Use Emotion Coaching, techniques to acknowledge and name pupils’ feelings before guiding them to problem-solve. Use phrases like “It’s okay to feel nervous—let’s think about what might help.” Offer choices in how pupils complete tasks (e.g. drawing, writing, talking). Allow movement breaks, quiet workspaces, or extra processing time. Prioritise connection through key adults, consistent staffing, and warm greetings. Use circle time and collaborative activities to build trust and peer support. Focus on effort and progress, not just outcomes. Consider ways to support children transition throughout school 10 Tips For Successful School Transitions – TeacherToolkit Staff should use solution-focused approaches to highlight strengths, build confidence, and support small, achievable steps toward positive change. Whole school: Use visual timetables and clear daily structures to reduce uncertainty. Prepare pupils for changes (e.g. supply teachers, trips) with advance notice and visual or verbal cues. Provide CPD on recognising anxiety in children and using strategies like emotion coaching, low-arousal responses, and trauma-informed practice. Designate calm areas in classrooms or shared spaces where pupils can go to self-regulate. Allow access to these spaces without stigma or needing to “earn” it. Offer workshops or resources for parents/ carers on supporting anxious children, including routines, sleep, and managing school-related stress. Follow guidance around supporting mental health in schools (see: Promoting children and young people’s mental health and wellbeing)	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: The Strengths and Difficulties Questionnaire (SDQ). Use stories and therapeutic metaphors to teach about feelings and normalise feelings of anxiety, e.g. Margot Sunderland books. Consider Cognitive Behavioural approaches to group work provided over specified period of time e.g.: Starving the Anxiety Gremlin. Starving the Angry Gremlin. FRIENDS for Life. Implement Pyramid Club. In cases of suspected Emotional Barriers to School Attendance (EBSA), please see the below information: https://padlet.com/spectrumgaming/barriers-to-education-1bnrx2lf6iwfck52. Resources to support this include: School wellbeing cards Ideal school Be aware of potential anxious behaviours and how it may manifest itself in physical forms (e.g., Tics)	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: Schools and Students Health Education Unit (SHEU) surveys. Provide a daily check in with a key adult/ team of adults. Allow engagement with a neutral task or complete an assigned ‘job’ at school to reduce feelings of anxiety. Implement a RAMP – Reducing Anxiety Management Plan (contact Educational Psychology Service for further information).
Self-esteem/ self- efficacy	Classroom: Reinforce the value of effort, persistence, and learning from mistakes. Use language like “Mistakes help us learn.” Focus feedback on strategies used, effort shown, and progress made. Avoid comparisons between pupils and highlight individual growth. Help pupils set personal learning goals and reflect on their progress. Use journals or learning logs to track achievements and build self-awareness. Create routines for pupils to share achievements with peers (e.g. “Star of the Week”, shout-out boards). Encourage pupils to recognise and celebrate each other’s strengths. Teachers model how to speak kindly to oneself and reframe negative thoughts. Use classroom mantras like “I can do hard things” or “I am proud of my effort.” Foster a classroom culture where mistakes are normal and risk-taking is encouraged. Use inclusive and neuroaffirmative language and avoid public comparisons. Implement lessons on resilience (see: Beano resilience lesson plans \| Resources \| YoungMinds) Staff should use solution-focused approaches to highlight strengths, build confidence and support achievable steps toward positive change. Whole school: Promote a growth mindset across the school through assemblies, displays, and shared language. Celebrate effort, progress, and resilience—not just achievement. Use praise postcards, certificates, and assemblies to highlight personal growth, kindness, and perseverance. Ensure recognition is inclusive and not limited to academic success. Train staff to use process-focused praise and to support children in building confidence through challenge and reflection. Involve pupils in decision-making through school councils, eco teams, or digital leaders. Offer leadership roles to build agency and self-worth. Share strategies with parents/ carers to reinforce positive self-talk and celebrate effort at home. Encourage parents/ carers to focus on progress and personal strengths. Implement programmes like Jigsaw PSHE that explicitly teach self-esteem, resilience, and emotional literacy. Train staff in growth mindset principles and embed them in assemblies, lessons, displays, and communications. (see: Mindset Kit \| Resources for growth and learning mindsets )	Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example, the Boxall Profile. Offer small self-esteem groups as a supportive way of building children’s confidence and self-esteem. Plan out self-esteem building exercises as part of a group to enable children to receive positive messages and acceptance from one another. Self- esteem building programmes can be used e.g., Cool Connections or Think Good, Feel Good. Ideas for activities can be found within Emotionally Friendly Schools and an intervention package is available on the ELSA support website.	Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs, for example: Pupils Attitudes to Self and School (PASS) Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: Multidimensional Students Life Satisfaction Scale (MSLSS) Assign a key adult/team of adults to provide daily opportunities for the child to talk through success and achievements experienced that day. Provide daily opportunities to spend time identifying and building on strengths with an adult, on a 1:1 basis. E.g. make a strengths jar, use the Finding hidden treasures approach (Ioan Rees, 2005) using strengths cards.