Direct Support for Pupils

Every pupil is unique and benefits from an individualised, relational approach. Direct SEMH support may include:

• Evidence gathering to support Education, Health and Care Needs Assessments (EHCNAs)
• Developing individual support and intervention plans
• Risk assessment and emotionally informed behaviour support
• Circle of Friends networks
• 1:1 relational SEMH support
• Emotional regulation and wellbeing support
• Capacity building for staff working alongside the pupil

Sessions are child-led and provide a safe, supportive space for children and young people to explore their thoughts, feelings and experiences. Strategies are discussed in response to situations the child may be finding difficult, supporting emotional regulation, wellbeing and school belonging. Where appropriate, I also act as the voice of the child, feeding back to staff and supporting shared understanding around SEMH needs.

Support may also be helpful for children experiencing school anxiety, emotional dysregulation, friendship difficulties, transition challenges or barriers to school engagement and belonging.

My work is underpinned by Dan Hughes’ PACE model (Playfulness, Acceptance, Curiosity and Empathy) and Dan Siegel’s Four Ss of Attachment (Safe, Seen, Soothed and Secure), supporting children to feel safe, understood and emotionally held within the school environment.