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Discussion in 'Secondary' started by cheekyme01, Aug 26, 2020.

  1. cheekyme01

    cheekyme01 New commenter

    What strategies can be used to support SEMH? Do various resources have to be created for them?
  2. phlogiston

    phlogiston Star commenter

    It depends on what you're doing, whether the whole group are SEMH, or just a noticeable (or even anonymous) few.
    What works in one context may be a disaster in another context.
    I would say it's not so much resources as ways of working. Respond to the kid as they are not as you would respond to a neurotypical child . Allow more take up time than you might otherwise, realise that emotional or cognitive overload might be reached sooner than neurotypically.
    Bottom line, they're not freaks or mutants, just nearly normal kids who haven't yet got the emotional toolkit to cope with the world. Sometimes you have to screw up the lesson plan...
    I can do that when it's 1:1
    minnie me likes this.
  3. cheekyme01

    cheekyme01 New commenter

    Thank you @phlogiston

    All pupils are SEMH as it is an alternative provision school.
  4. minnie me

    minnie me Star commenter

    Whole school approach re BFL . Policy based on Rules Rights Responsibilities Relationships. Best resource is your staff . They model good social skills .Bespoke time limited intervention / therapeutic programmes for individual students. Many of your co hort will have emotional (il) literacy issues - should be a focus in your curriculum. So consider your climate for learning and programmes designed to reduce anxiety ......
    phlogiston likes this.
  5. minnie me

    minnie me Star commenter

  6. cheekyme01

    cheekyme01 New commenter

    Can someone provided some advice on teaching at SEMH schools? I know it is challenging, especially with the whole missed school situation now. What's the likeliness of teachers staying in these schools.

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