麻豆淫院

Rising social emotional and mental health (SEMH) needs are shaping daily classroom experiences across England. Situated within the United Kingdom’s (UK) devolved education system, this blog post focuses on SEMH in the English context against a backdrop of ongoing policy reform.

The recent of a £200 million special educational needs and disabilities (SEND) training programme for all teaching staff puts the spotlight on inconsistencies in SEND training. This could positively impact mental health in education, a key area for development where .

from the Department for Education indicate that SEMH is the second most common type of need among pupils receiving special educational needs (SEN) support, and third among those with Education, Health and Care (EHC) plans. Several factors contribute to this trend – for example, pupils aged 11–16 who experience in-person bullying are five times more likely to have a mental health disorder according to a recent by the National Centre for Social Research. Mental health difficulties are also with lower attainment and increased dropout rates in education, and poorer long-term outcomes in employment, housing and health.

Escalating need but finite capacity?

Findings from my own research with special educational needs co-ordinators (SENCOs) in England further underscore the intensification of SEMH needs in both primary and secondary settings since the Covid-19 pandemic (Kilbride et al., 2023). SENCOs described an increasing overlap between wellbeing, behaviour, inclusion and accountability within their roles, alongside rising levels of anxiety among both pupils and staff. They also reported increased emotional dysregulation, school avoidance and pupil distress; issues perceived not as isolated but as part of a deepening pattern.

At the frontline, SENCOs consistently emphasised that while schools could be resilient and resourceful, they are increasingly stretched, with strategies such as nurture groups and targeted interventions frequently operating at or beyond capacity. An inclusion manager in a mainstream primary school shared that ‘in terms of SEMH, I think we are all, if we’re very honest, struggling with it’ (Kilbride et al., 2023).

‘While schools could be resilient and resourceful, they are increasingly stretched, with strategies such as nurture groups and targeted interventions frequently operating at or beyond capacity.’

As levels of need continue to rise, we must also acknowledge findings emphasised by Shelemy et al. (2019) and Seal (2022). These highlight that teachers are increasingly expected to recognise and respond to mental health issues as part of a whole-school approach, often because they are first to notice changes in pupils’ behaviour and wellbeing. However, the dual expectations of meeting academic targets while addressing SEMH needs can create tensions as without proper training, teachers may feel ill-equipped to respond effectively.

Making it count: What happens next?

What is clear is that rising SEMH needs parallel ongoing changes to our educational landscape. On 23 February 2026, the Department for Education published the schools white paper , setting out its vision for schools and SEND systems in England. Alongside this, the outlines further changes to the SEND system, building on proposals in chapter 3 of the white paper.

The challenge here could be that it is less about simply providing training and more about how it is embedded, contextualised and sustained over time. One example from our research shared by a SENCO from a mainstream secondary school reflects this notion; they described how repeated continuing professional development (CPD) sessions were failing to improve classroom practice. This led the SENCO to create a simple ‘Little SENCO’ approach that encouraged teachers to draw on existing knowledge rather than introducing further initiatives (Kilbride et al., 2024).  

As the SEND reforms take shape, we’ll see how SEMH is positioned within them. But regardless of where it falls on paper, it remains front and centre in classrooms. We will continue to respond, to bridge gaps and to meet needs in front of us because the reality of SEMH is lived daily, not legislated annually. Effective SEMH support depends on meaningful alignment between professional development, leadership priorities and everyday classroom practice.

References

Kilbride, D., Cotier, T., & Malthouse, R. (2023). Data from research into SENCO’s experiences of EHCP management since the Covid-19 pandemic [unpublished data]. University of East London.

Seal, M. (2022). Class, race, disability and mental health in higher education: Questioning the access, success and progression of disadvantaged students. Bloomsbury.

Shelemy, L., Harvey, K., & Waite, P. (2019). Supporting students’ mental health in schools: What do teachers want and need? Emotional and Behavioural Difficulties, 24(1), 100–116.