Social, Emotional and Mental Health- Key Stage 4

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 project-based learning and group tasks that require cooperation and shared responsibility. Allow some student choice in groupings while encouraging diversity and inclusion. Explore real-life social issues (e.g. peer pressure, online conflict, toxic friendships) through structured discussions and debates. Use case studies to build empathy and perspective-taking. Teach and model assertive communication, active listening, and respectful disagreement. Use role play or scenario-based learning to practise navigating social challenges. Use personalised praise, compliment slips, or digital platforms to recognise inclusive and respectful behaviour. Highlight examples of positive peer support during lessons or tutor time. Use regular check-ins, anonymous feedback tools, or wellbeing journals to help students reflect on their social experiences and needs. Involve students in shaping classroom norms and expectations around respect and inclusion. Use surveys or suggestion boxes to gather ideas for improving peer relationships. Use of the freely available Developing Emotional Awareness and Listening Programme (Samaritans) training for teachers and whole class session plans. Whole school: Encourage students to lead clubs, societies, or wellbeing campaigns that promote inclusion and shared interests. Create opportunities for students to co-design social events or peer support schemes. Encourage students as peer mentors for younger students or as wellbeing ambassadors to support social inclusion. Offer leadership roles in school councils, anti-bullying teams, or digital safety groups. Embed restorative conversations and circles to resolve peer conflict and rebuild trust. Train staff and students in Restorative practices to promote empathy and accountability. Use assemblies to promote kindness, respect, and diversity. Run themed weeks (e.g. Anti-Bullying Week, Friendship Week) with student involvement. Offer interest-based clubs (e.g. music production, coding, debate) to help students connect over shared passions. Provide safe, supervised social spaces during breaks for students who may struggle with unstructured time. Train staff in adolescent mental health, trauma-informed practice, and how to support students with social anxiety or peer difficulties. (see: Trauma https://uktraumacouncil.org/ for resources and guidance on Childhood Trauma and The Brain, Childhood Trauma and PTSD, Traumatic Bereavement) Offer workshops or resources for parents on supporting adolescent friendships, online safety, and emotional wellbeing. Utilise Restorative Justice Practice for conflict resolution.	Gather student voice, observe social interactions, and use tools like PASS to identify students who struggle to ask for help or engage with peers. 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 bespoke interventions based on presenting needs. Or small group interventions to promote positive peer interactions including: Boing Boing Framework Use social stories and comic strip conversations to support navigating social situations	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.
Social Awareness and Understanding	Classroom: Use PSHE, English, or humanities lessons to explore moral dilemmas, social justice, and ethical issues that require perspective-taking. Use realistic social scenarios to help students practise interpreting body language, tone, and intent. Reflect on how different people might feel or respond. Analyse characters’ motivations and relationships in books, films, or news stories to build empathy and critical thinking. Use structured discussions to explore how students are feeling and how their actions affect others. Encourage respectful listening and sharing. Involve students in setting classroom norms around respect, inclusion, and communication. Use surveys or feedback tools to understand social dynamics. Acknowledge and praise students when they demonstrate empathy, active listening, or inclusive behaviour. Whole school: A behaviour policy underpinned by a clear ethos and values. Use assemblies, campaigns, and displays to highlight themes like kindness, respect, and understanding others’ perspectives. Celebrate diversity and challenge stereotypes through student-led initiatives and awareness weeks. Embed restorative conversations and circles to help students reflect on how their actions affect others and repair relationships. Train students to support peers through mentoring or ambassador roles, focusing on listening skills, empathy, and emotional literacy. Provide training on supporting students with social communication difficulties, including those with autism or SEMH needs. Offer resources or workshops for parents/ carers on supporting adolescents with social understanding, including managing online interactions and peer conflict. Create safe spaces and interest-based clubs that encourage interaction between diverse groups of students. 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). Emotional Literacy Assessment Blob Tree. Offer small group interventions to promote positive peer interactions including: Social thinking curriculum Talkabout social skills Black sheep press Friendship groups/ resources – Social Stories Brick by brick program	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 or classroom wellbeing toolkit) Discuss and model feelings and emotions often, using a wide vocabulary of feelings and emotions words. Create displays focused on developing emotional vocabulary (see: Zones of Regulation) Embed emotional literacy into form time—discuss emotions, triggers, and coping strategies (see: Talking Mental Health: Animation & Teacher Toolkit \| Anna Freud) Use programmes like .b curriculum, or integrate short regulation activities (e.g. breathing, journaling) into the school day. Staff should openly model emotional vocabulary and regulation and reinforce that making mistakes is part of learning and emotional growth. Offer discreet tools like emotion cards or exit passes for students to signal when they need a break. Staff should aim to use distraction techniques and re-direction when a young person is becoming dysregulated. Whole school: Have a whole school approach in supporting mental health and wellbeing (e.g., Emotionally Friendly Schools) Use emotional validation strategies when upset, angry or distressed, e.g. an Emotion Coaching approach to support attuned relationships. Embed mindfulness within the school day (see: Teach .b (11 – 18) – Mindfulness in Schools Project) 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. Embedded practices around emotional regulation and explicitly teach de-escalation and self-management strategies. 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 child’s needs, for example: Boxall Profile. The Strengths and Difficulties. Questionnaire (SDQ). Superflex Program. Blob.. Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or sensory activities. Complete worksheets/booklets with pupils around CBT style input (see: WeHeartCBT)	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. Assign a key adult/ team of adults for daily check ins with the young person. Use gentle praise when self-calming strategies are attempted, even if unsuccessful. 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 how to reflect upon, learn from the ‘incident’ or behaviour, and debriefing for staff and the young person. 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., 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 consistent routines, clear instructions, and visual supports to reduce cognitive load. Keep the classroom low-arousal with calm tones, tidy spaces, and minimal sensory distractions. Model self-regulation and talk openly about managing stress and mistakes. Allow movement breaks, quiet workspaces, or extended time where appropriate. Provide discreet tools like time-out cards or “I need help” signals. Focus on effort and progress over perfection. Prioritise relational approaches—greet students by name, notice changes in mood, and offer regular check-ins. Where appropriate, be flexible deadlines and differentiated tasks to reduce performance pressure. Whole school: Provide exam stress workshops and revision planning support. Implement quiet zones or calm corners in classrooms and communal areas. Embed opportunities for mindfulness or wellbeing sessions during tutor time or PSHE. Train staff to recognise signs of anxiety (e.g., avoidance, perfectionism, irritability). Use emotional validation strategies when upset, angry or distressed, e.g. an Emotion Coaching approach to support attuned relationships. Create student wellbeing ambassadors or peer mentors. Use anonymous worry boxes or digital check-ins (e.g., Google Forms). Involve students in shaping wellbeing policies and spaces. Host parent/ carer information evenings on adolescent anxiety and exam stress. Share home strategies (e.g., sleep hygiene, screen time boundaries). Provide signposting to local services (e.g., CAMHS, Kooth, Early Help). Embed mental health awareness days and campaigns (e.g., World Mental Health Day). Use assemblies and tutor time to normalise conversations about anxiety. 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). Allow engagement with a neutral task or complete an assigned ‘job’ at school to reduce feelings of anxiety. Consider targeted Interventions through small group programs like: ELSA sessions focused on coping strategies. 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. Assign a team of key adult(s) for students with higher anxiety needs. 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. Implement a RAMP – Reducing Anxiety Management Plan (contact Educational Psychology Service for further information).
Self-esteem/ self- efficacy and Resilience	Classroom: 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) Embed a whole class growth mindset approach which focuses on effort over achievement. Use positive classroom management strategies such as PIP & RIP – praise in pubic and reprimand in private. Provide regular opportunities for pupils to identify and celebrate success and achievements and share these with others. Ensure praise is specific and focuses on the learning process i.e. learning from mistakes and taking on challenges. Opportunities for pupils to engage extra-curricular activities which allow them to showcase their strengths for example debating club, gaming club or gardening club. Staff should use solution-focused approaches to highlight strengths, build confidence and support achievable steps toward positive change. Whole school: Create a culture in school which recognises and celebrates effort. Ensure that pupils’ successes and achievements are shared with parents and carers.	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, For example, Cool Connections or Think Good, Feel Good. 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.	Assign a key adult/team of adults to provide daily opportunities for the young person to talk through successes and achievements experienced that day. Provide daily opportunities to spend time identifying and building on personal strengths and qualities with an adult, on a 1:1 basis: Make a strengths jar. Use the finding hidden treasures approach (Ioan Rees, 2005). Use strengths cards. Use person centred reviews and meetings as an opportunity to evidence and celebrate positive achievements, with an audience of people who are significant to the young person. Consider Exam Access arrangements.