Social, Emotional and Mental Health- Key Stage 3
| 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 Peer integration/ friendships | Classroom: Use collaborative and cooperative learning activities in subject lessons. Rotate groups regularly to build inclusiveness and a range of social skills. Adopt a planned PSHE curriculum with whole-class discussions on relationships Use PSHE to explore healthy friendships, empathy, and emotional literacy. Use drama to explore social scenarios and reflect on how actions affect others. Provide opportunities to practise conflict resolution and empathy. Use compliment slips or positive notes to reinforce prosocial behaviour. Offer specific praise for inclusive and respectful interactions. Use regular check-ins or circle time to build trust and emotional awareness. Whole school: Promote respect, empathy, and inclusion through assemblies, displays, and school values. 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. Implement whole-school anti-bullying policies and programmes. Set up peer mentoring or buddy systems, especially during unstructured times. Offer interest-based clubs (e.g. gardening, gaming) to encourage social interaction. Offer Mental Health First Aid training to help staff support positive peer relationships. Train staff in programmes like the Developing Emotional Awareness and Listening Programme (Samaritans). Involve parents/carers through workshops and regular communication about social development. Assign key adults to build trusting relationships with students, using tools like one-page profiles. | 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: Social thinking curriculum Talkabout social skills Black sheep press Friendship groups/ resources Brick by brick program Philosophy for Children (P4C) Restorative Practice Circles Peer Mentoring Programs Nurture Groups. Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs. | Implement 1:1 tailored interventions that have been planned to enable the young person to meet specific targets in relation to peer integration/friendships. Provide key adult support at specific times that have been identified as challenging for the young person, e.g., unstructured times. Small group or paired provision at breaks and lunchtimes, modelled and structured by an adult. Adult support in class to scaffold any group/paired work. If negative thoughts are a barrier to the young person engaging with their peers, try cognitive behavioural approaches such as Think Good Feel Good. Use of programmes such as Why Try |
| Social understanding | Classroom: Include task boards to support transitions understanding. Give advance notice of changes to routines, activities, or staffing. Allow extra time or adult support for students who find transitions difficult. Use calming strategies or transition objects for students who benefit from sensory regulation. Incorporate cooperative learning tasks and turn-taking games into subject lessons. Rotate groupings regularly to build a range of peer relationships and social skills. Pair students with peer buddies for group work or social tasks. Encourage inclusive seating plans and group rotations to foster belonging. Whole school: Maintain consistent daily routines across departments. Share changes to staffing, activities, or environments in advance via school comms, visual displays, or tutor time. Display clear signage and transition prompts to support movement between lessons. Provide structured lunchtime clubs or quiet zones for students who find social times challenging. Implement peer mentoring or buddy systems to support inclusion and reduce social anxiety. Develop school-wide protocols for transitions (e.g. between lessons, year groups, or key stages). Use transition passports or one-page profiles for students needing additional support. Train all staff in autism awareness, social communication needs, and trauma-informed practice. Encourage consistent use of visual supports and positive behaviour strategies. 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 Philosophy for Children (P4C) Restorative Practice Circles Peer Mentoring Programs Nurture Groups. Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs. Access ELSA Social Skills resources | Identify and complete appropriate assessments to establish a greater understanding of the pupil’s needs, for example: Emotional Literacy Assessment. Blob Tree. Use personalised Social Stories (Carol Gray) to reaffirm appropriate behaviour in specific situations according to the needs of the individual young person. An appropriately trained adult, (supported by the SENDCo, Educational Psychologist or CAMHS professional), to be available to provide de- escalation and reflection work following any confrontation with peers. One tool that might be used is Comic Strip Conversations to support the young person to reflect on real-life events and consider alternative ways of responding. |
| Managing Emotions Emotional Awareness, Understanding and Regulation | Classroom: Create a calm, positive and nurturing classroom environment (see: ATRCM observation and planning schedule) Use Emotion Coaching approaches to validate feelings and support regulation when students are upset, angry, or distressed to support attuned relationships. Regularly discuss and model a wide range of emotions. Use emotional vocabulary in context and encourage students to do the same. Create classroom displays focused on emotional vocabulary and regulation strategies. Use visual timetables and cues to support predictability and reduce anxiety. Integrate short mindfulness practices or breathing exercises into the school day. Provide access to calming tools or quiet areas within the classroom. Staff should model emotional awareness, self-regulation, and resilience. Reinforce that it’s okay to feel strong emotions and to ask for help. Staff should aim to use distraction techniques and re-direction when a young person is becoming dysregulated. Whole- school A behaviour policy underpinned by a clear ethos and values. Foster a school-wide ethos of emotional safety and respect. Embed mindfulness on a whole school level (see: Teach .breathe – an introduction to mindfulness or Teach .b (11 – 18) – Mindfulness in Schools Project) Ensure consistent, predictable routines with flexibility for individual needs. Display emotional vocabulary and regulation strategies in shared spaces. Embedded practices around emotional regulation and explicitly teach de-escalation and self-management strategies. (e.g., Zones of Regulation) Encourage staff to model emotional expression and show that making mistakes is part of learning. Provide whole school training in: De-escalation techniques Emotion Coaching approaches to support attuned relationships (see EPS for guidance) 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. Embed structured whole school approaches to managing mental health and wellbeing (e.g., Emotionally Friendly Schools) Ensure consistency across classrooms while allowing flexibility for additional needs. Provide: Safe spaces or calm areas for emotional regulation Sensory breaks or sensory diets Visual supports (e.g. timetables, emoji cards, time-out cards) Daily mindfulness or check-in opportunities 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 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. 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 pupil’s needs, for example: Boxall Profile. The Strengths and Difficulties. Questionnaire (SDQ). Blob Tree. Offer small group support to develop skills related to emotional regulation and emotional literacy e.g. recognising and labelling emotions, self-calming techniques and using Zones of Regulation or Lego Therapy. Use gentle praise when self-calming strategies are attempted, even if unsuccessful. Provide a ‘safe’ place for a young person to take time out and calm. Provide time within the curriculum for one to one work with an appropriately accredited therapist, e.g. play therapy, art therapy. Reintegration to class/ school following therapeutic work needs to be managed sensitively and appropriately. 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) | Assign a Key adult/ team of adults for daily check ins with the young person. Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or sensory activities (colouring, play dough, theraputty). Always 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 young person to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de- escalating adult responses. Contact Educational Psychology Service for information. Use the Incredible 5-Point Scale to aid emotional self-regulation. Put an appropriate support plan in place (may be a behaviour/risk management plan), which has been devised with the young person according to what they feel helps them to feel calm. This might include a safe-handling plan. Any plan should include post incident learning to allow reflection on behaviour and debriefing for staff and the young person. 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: Practice calming techniques as a class, especially after high-energy times like lunch or PE. Use breathing exercises, grounding techniques, or quiet reflection time. Embed emotional literacy into form time—discuss emotions, triggers, and coping strategies (see: Talking Mental Health: Animation & Teacher Toolkit | Anna Freud) Model calm responses and show that it’s okay to feel anxious or overwhelmed. Use visual cues for transitions, expectations, and calming strategies. Provide access to time-out cards for students to signal when they need support. Consider ways to support young people transition throughout school 10 Tips For Successful School Transitions – TeacherToolkit Whole school: Use positive language around effort, mistakes, and learning. Train staff in recognising signs of anxiety and using de-escalation and co-regulation strategies. Use Emotion Coaching approach. to validate feelings and guide students through regulation to support attuned relationships. Create calm, predictable routines across the school day. Use visual timetables, clear signage, and consistent transitions to reduce uncertainty. . Provide access to calm rooms or quiet zones for students to self-regulate. Offer sensory breaks or tools for students who benefit from them. Incorporate daily or weekly mindfulness practices (e.g. breathing exercises, guided visualisations). Use short, structured activities like “3-minute silent starts” after transitions. Follow guidance around supporting mental health in schools (see: Promoting children and young people’s mental health and wellbeing) Staff should use solution-focused approaches to highlight strengths, build confidence and support small, achievable steps toward positive change. | Explicitly teach about anxiety, its physical signs, and regulation strategies. Use emotion wheels, body maps, and calming toolkits. Teach CBT-style strategies to challenge unhelpful thoughts. Use appropriate emotional awareness and regulation workbooks or programmes within individual or a small group, such as: Think Good, Feel Good. Starving the Anxiety Gremlin. Starving the Angry Gremlin. 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. Work with a group of key staff to identify the individual profile of the young person to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de- escalating adult responses. An example of this might be the RAMP (Reducing Anxiety Management Plan). Contact Educational Psychology Service for information. |
| Self-esteem/ self- efficacy | Classroom: Reinforce the value of effort and persistence in daily teaching. Use language that encourages students to embrace challenges and learn from setbacks. Apply strategies like PIP & RIP (Praise in Public, Reprimand in Private) to maintain a respectful and encouraging classroom environment. Give specific feedback that highlights the learning process, such as problem-solving strategies, resilience, and improvement over time. Build in regular opportunities for students to reflect on and share their achievements with peers, such as through “shout-out” boards or end-of-week celebrations. Encourage students to set personal goals, reflect on progress, and take ownership of their learning and development. Staff should use solution-focused approaches to highlight strengths, build confidence, and support small, achievable steps toward positive change. Whole school: Train staff in growth mindset principles and embed them in assemblies, lessons, displays, and communications. (see: Mindset Kit | Resources for growth and learning mindsets ) Create systems to regularly recognise and celebrate student achievements in assemblies, newsletters, and displays—highlighting both academic and personal growth. Offer a wide range of clubs and activities (e.g., debating, gaming, gardening) to help students discover and showcase their strengths beyond the classroom. Share student successes with parents/ carers through regular updates, praise postcards, or digital platforms to reinforce positive self-perception at home. | Conduct appropriate assessments such as: Self Image Profile Pupil’s Attitude to Self and School Offer small self-esteem groups as a supportive way of building a young person’s confidence and self-esteem. Ideas for activities can be found within Emotionally Friendly Schools and on the ELSA website. Plan out self-esteem building exercises as part of a group to enable pupils to receive positive messages and acceptance from one another. Set self-esteem building programmes can be used. For example, Cool Connections or Think Good, Feel Good. Offer groups such as Pyramid clubs to support the transition between Year 6 and Year 7 for pupils who are shy, anxious and withdrawn, and therefore tend to find transition difficult to manage. Interventions to support unhelpful thoughts which are impacting upon self-esteem such as Starving the Anxiety Gremlin. If self-esteem is impacting upon engagement with exams and ability to manage stress, try evidence- based exam stress groups which involve positive affirmations and relaxation activities. | |
| Resilience | Classroom: Create a classroom culture where mistakes are seen as learning opportunities whole class growth mindset approach. Use language like “struggle means you’re learning” or “this is hard, and that’s okay.” Integrate short activities or discussions on managing stress, breathing techniques, or problem-solving strategies. Use check-ins or emotion thermometers to help students identify and manage feelings. Share your own experiences of overcoming challenges or setbacks. Use stories, videos, or role models to illustrate resilience in action. Provide tasks that stretch students just beyond their comfort zone with appropriate scaffolding. Celebrate effort and persistence, not just correct answers. Use journals or reflection prompts to help students process setbacks and identify what helped them move forward. Encourage students to set small, achievable goals and track progress. Whole school: Embed resilience themes into assemblies, displays, and school values (e.g., perseverance, adaptability, courage). Train staff in growth mindset principles and embed them in assemblies, lessons, displays, and communications. (see: Mindset Kit | Resources for growth and learning mindsets ) Share stories of overcoming adversity—real-life or fictional—to model resilience. Equip staff with strategies to support students experiencing adversity or emotional dysregulation. Encourage consistent, calm, and supportive adult responses to student behaviour. Develop peer mentoring or resilience ambassador programs where students support each other through challenges. Offer workshops or resources for parents on supporting resilience at home (e.g., managing failure, encouraging independence). | Identify and complete appropriate assessments to establish a greater understanding of the young person’s needs and inform group interventions, for example: Child and Youth Resiliency Measure. Consider group interventions to develop resilience in young people, e.g. Smart Moves®. | Consider risk and protective factors to provide a profile of the young person, e.g. BOING BOING. |
