Early signs of SEMH needs and what to do
1 in 6 children in the UK have a mental health disorder. 1.6 million have SEND needs.
But there are only around 250,000 SEMH diagnoses—meaning millions of children might be struggling without the right support. Under-identification is most likely among girls, younger children and the less disruptive of the bunch.
However, nobody can recognise and manage additional needs alone. SEMH needs require holistic support from multiple people. You, us, their families and other therapeutic organisations.
Finding the right course of action for each child is a team effort. We want to be a part of that journey.
Recognising the signs
Behaviour is often a response to circumstance.
That circumstance is often a difficult home, neurodivergence and, in most cases, both.
What are the behavioural cues?
The child might refuse to engage in tasks or become aggressive. Others withdraw from play, become overly cautious or display inappropriate behaviour. You might also notice clinginess, fear and/or self-soothing behaviours.
What are the physical cues?
Poor hygiene, such as unbrushed teeth, unwashed uniforms or noticeable body odour. Some children experience frequent illness stemming from unbalanced diets and unclean homes. You might see more bruises than the average child or weight issues that signal malnourishment or unbalanced diets. You might also sense a lack of engagement from parents or carers. Missed parents’ evenings, unsigned consent forms and little to no interest in their child’s school life.
Finding the right support
Identifying issues is one thing. Getting the right professionals and funding is another.
Usually, a teacher flags the concern to the SENCO. SENCO starts exploring classroom support, one-to-one sessions or therapeutic interventions. There’s often a complicated road ahead, seeking diagnoses and finding the right support modalities for the child.
Assessments like the SDQ (Strengths and Difficulties Questionnaire) or the Boxall Nurture Programme can be useful diagnostic tools. What matters most is understanding the child. Their triggers, how to gain their trust and the quality of their home life. Understanding how their inner world works is the key to providing the correct support.
Support works best when everyone is on the same page. That means triangulating the school’s perspective with the parent’s view and the child’s own experience. How they behave with different people in different environments could be completely different. It really does take a village.
Toby’s OCEM journey
Take Toby. A 15-year-old who had been permanently excluded from school. He was autistic, disengaged and burnt out. His parents felt helpless.
We spent over a year earning his trust and helping him reconnect with learning. We started with online learning. When he began to open up a little more, we started doing one-to-one sessions. We encouraged him to engage with his English and maths because he needed those GCSEs to get into college. He’s now studying catering at college and plans on running a food truck at festivals. Guess that means we’re going to Leeds Fest in 2027!
Working together to help more children
Supporting a child with SEMH needs takes time, care and patience. Whether you're a teacher, parent, SENCO or work in an educational department—we’re here to help.
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Got more questions about this process? Get in touch. We’re always here to support you.