Understanding the psychology behind SEMH challenges and the power of support
1 in 2 permanently excluded children have an SEMH diagnosis.
SEMH difficulties are still misunderstood.
What looks like “bad behaviour” is often a response to feeling unsafe or unsupported. The right educational approach can turn young lives around and dismantle any harmful assumptions held against them.
Let’s talk about it.
What causes SEMH challenges?
SEMH needs can stem from adverse childhood experiences and neurodiversity. In most cases, it’s a combination of both.
Most children with SEMH needs have faced childhood trauma. According to Donna Jackson Nakazawa’s book, childhood disrupted, poverty, domestic violence and a lack of secure relationships can flood the body with excessive stress hormones.
This inflicts lasting damage to a developing brain. If a child also has neurodevelopmental conditions such autism, ADHD, their tolerance for trauma is even lower. Without stability, a child’s ability to self-regulate, trust and thrive in school becomes limited.
Thus, SEMH issues arise.
Why schools struggle with SEMH needs
SEMH children aren’t intentionally naughty. They’re navigating their reality with defence mechanisms.
Schools want to support these students, but they’re stretched. Funding is limited, staff are overwhelmed and classrooms are full.
Teachers are expected to manage additional needs, often without specialist training or adequate time.
Over 17% of pupils in England have SEND needs. The number of children with EHC plans has risen 140% to 576,000 since 2015. Yet many schools don’t have access to the tailored resources or expert support needed to give SEMH children what they truly need.
The system makes it hard for teachers, schools and SEMH children to thrive. But they shouldn’t be expected to. That’s why OCEM exists.
Supporting the struggles beneath the surface
Learning only happens when a child feels safe and accepted.
We show up on time, prepared and engaged. This consistency can be life changing.
Many SEMH children can’t create structure for themselves. Their world feels overwhelming, so we create structure with clear routines. We then personalise learning to their interests. That sparks the gateway to rebuilding trust and unlocking progress.
Transparency is essential in gaining trust and building mutual respect. We explain boundaries and the limits of confidentiality. We involve parents and carers in setting realistic expectations and give them tools to support their child at home.
Sometimes with SEMH issues, more support is needed. Alternative therapies with trained professionals such as art and music can help them process what they can’t always put into words.
With a consistent and reliable adult guiding them, the chaos lessens.
Then real progress happens in their personal lives and their learning journey.
Tom’s story:
Tom* had been excluded from three schools. His behaviour was explosive. He’d attacked staff, other pupils and damaged property.
It took two full terms of patient, daily support before we saw a shift. But eventually, he started to change. A visitor who knew him from a previous school came to observe our group. Tom didn’t recognise her, but when he saw her standing, he jumped up and offered her his chair.
She had tears in her eyes. “I can’t believe that’s the same boy.”
It was. He just needed someone to show up for him.
*Name changed for privacy and safety reasons
Putting the right support in place
SEMH children don’t need judgement. They need understanding, empathy and someone willing to back them.
Every child has the potential to succeed. Some just need a bit more support and proper safeguarding.
You can make the difference they need. We’re here to help.