When progress slips: How OCEM manages regression
Children with SEMH issues are more likely to regress socially and academically than neurotypical students.
They have a limited capacity for overwhelm. Stress and change impact their emotional and mental state. In turn, their education might suffer. In other words, they experience regression.
It’s the responsibility of the adults around them to be compassionate and create stabilisation. Let’s talk about how.
Causes and signs of regression
Children with autism, ADHD or mental and behavioural difficulties are more sensitive to change and disruption. Regression can be a response to trauma or part of their neurodivergent wiring. For many, it is a blend of both.
Listing all the possible causes of regression would take a whole term. However, the main culprits are school holidays, family life issues, neurodevelopmental conditions, mental health struggles, physical or medical issues and changes in routine. It could be anything from physical neglect to their grandmother going on holiday.
Most children share one common challenge. They struggle to communicate what’s happening beneath the surface. Verbalising emotions can be difficult, but understanding why they feel a certain way can be even harder.
Their behaviour is the messenger. Regression is a sign that survival mode has taken over. You begin to see a child’s sense of safety and ability to engage fade. Attendance or participation might drop. They might avoid tasks they usually enjoy or lose confidence in certain skills. The relationship dynamic can shift, with signs of heightened anxiety or attachment behaviours. Meltdowns, shutdowns, crying or withdrawal could reappear. Social interaction with peers can become daunting.
Regression looks different in every child. Understanding them as a person is essential.
Our approach to intervention
The more information we share, the better the outcome for the child.
Family involvement is valuable. They know the child best, so they’re always our first point of contact (unless there’s a safeguarding concern; then we loop in the local authority). The smallest change at home can cause a sudden shift in behaviour. These insights usually give us the reason for the regression.
We always work alongside the school, SENCO/mental health lead, or whoever has the closest relationship with the child. Children with SEMH needs are experts at masking, so what we see in a 1:1 session might be different from what teachers see in class. A consistent communication loop helps us piece everything together.
The support of flexible programmes
With everyone on the same page, we go back to the foundation of SEMH progress: trust. Before any academic work continues, we need to rebuild that sense of safety. Learning only happens when a child feels regulated, so emotional and mental wellbeing always come first.
Our programmes are flexible to match what they can cope with. We’re able to reduce the number of school hours, slow down the pace or even change the learning environment. We meet them where they are, then build them back up safely.
Online learning is a gentle and impactful stepping stone. It allows us to keep structure and continuity in place while reducing sensory overload. It creates space for regulation without losing routine.
The holiday respite programme allows for the continuity of routines and emotional support. Families also benefit from this at home. The difference in children who attend is always noticeable when they return to school. They settle back in faster and keep more of the confidence they built the term before.
Keane’s story
Keane is eleven and has level 1 autism. Before Christmas, he was doing well. He had settled with his OCEM tutor and began to feel confident in his learning.
Then Christmas came. Family visited and stayed with him and his dad, which disrupted his routine. His sleep suffered, and he became increasingly emotionally dysregulated. When he returned to school, he was tired, anxious and unable to manage his usual tasks. Maths led to meltdowns, and reading felt impossible. His capacity shrank because his sense of safety had been disrupted.
We focused mainly on regulation. His tutor spent time outdoors with him before lessons and teachers let him sit in lessons and listen, without pressure to complete work. His dad reassured him that home life was back to normal, which helped him settle again.
Within a short time, Keane regained his confidence and reconnected with learning. To prevent future setbacks, he’ll attend our holiday respite programme, giving him the routine and support he needs during breaks.
Lean on OCEM
Regression is a coping mechanism.
With our support, children can regain the stability they need to learn and thrive.
Early intervention can make all the difference to children with SEMH needs and their future. If a child in your care is showing signs of regression, reach out today.