SEMH Domain toolkits

Please note that this toolkit is in a piloting phase as will be revised based on feedback. Please provide feedback here.

This toolkit can be used to further unpick specific SEMH needs following plan-do-review cycles from the original R2i toolkit. The toolkit provides a decision tree to help you consider whether further unpicking would be beneficial. Click here to access the toolkit as a whole document

1. SOCIAL DEVELOPMENT

• Social development refers to how well you interact with others and form meaningful relationships.
• Communication Skills: Being able to express yourself clearly and listen to others.
• Friendships: Building and maintaining positive relationships with peers.
• Teamwork: Working well with others in group settings.
• Conflict Resolution: Handling disagreements in a healthy and constructive way.

School Staff Assessment
Social Skills Questionnaire 

Home Assessment
Questionnaire covering all areas of SEMH   

Intervention / Strategies
Universal: 
Restorative Conversations
Comic Strip conversations
Circle time
Co-operative Learning
Peer mentoring
Classroom lesson plans 

Targeted: 
TalkAbout Social Communication intervention
FRIENDS resilience programme
Circle of Friends
Structured playground games
Compliments cards

2. EMOTIONAL DEVELOPMENT

• Emotional development is about understanding and managing your feelings.
• Self-Awareness: Recognizing your own emotions and how they affect your behaviour.
• Self-Regulation: Being able to control your emotions and reactions, especially in stressful situations.
• Empathy: Understanding and sharing the feelings of others.
• Coping Skills: Finding healthy ways to deal with stress, sadness, or anger

Student Assessment
Card sort activity   
Reflection journal  

Staff Assessment 
Emotional Literacy Assessment 
Brief emotional awareness assessment

Home Assessment
Questionnaire covering all areas of SEMH 

Intervention: 

Universal: 
Emotion coaching 
Key adult check-in
Relationship approaches

Targeted: 
SEAL resources 
CBT-based interventions: 
-Think Good, Feel Good
-Homunculi
-Feelings Detectives
-Emotion cards e.g. Bear cards
-Compliment cards and Affirmation cards
-Self esteem journal 
ELSA

3. MENTAL HEALTH AND WELLBEING

Student Assessment: 
Anna Freud Resilience

Home Assessment/ Consultation.
Risk and Protective Factors 

Intervention:

Universal
-Senior Mental Health Leads (see MHST)
-Trauma informed training (Can be provided by EPS and MHST)
-Mentally Healthy Schools Anna Freud Toolkit for schools and colleges
-Supervision for staff 

Class-based
-Whole class calming activities e.g. Breathing exercises, Stretching, Mindful moments after playtime, availability of calm spaces (for all to access).
-Teaching coping strategies explicitly:  e.g. “When I feel overwhelmed, I can…”

Targeted:
MHST (see signposting)

SUMMARY ACTION PLAN

SIGNPOSTING

This toolkit can be used to further unpick specific SEMH needs following plan-do-review cycles from the original R2i toolkit. The toolkit provides a decision tree to help you consider whether further unpicking would be beneficial. 

1. SOCIAL DEVELOPMENT

Social development refers to how well you interact with others and form meaningful relationships.

• Communication Skills: Being able to express yourself clearly and listen to others.
• Friendships: Building and maintaining positive relationships with peers.
• Teamwork: Working well with others in group settings.
• Conflict Resolution: Handling disagreements in a healthy and constructive way.

Student Assessments
Student Questionnaire
Card Sort
Scenario

Staff Assessment
School Staff Assessment

Home Assessment
Family Views Assessment

Interventions and Strategies
Restorative Conversations
Comic Strip conversations
Circle time
Co-operative Learning
Peer mentoring

Targeted
The Talkabout resources
Friends Resilienc programme

2. EMOTIONAL DEVELOPMENT

Emotional development is about understanding and managing your feelings. 

• Self-Awareness: Recognising your own emotions and how they affect your behaviour.
• Self-Regulation: Being able to control your emotions and reactions, especially in stressful situations.
• Empathy: Understanding and sharing the feelings of others.
• Coping Skills: Finding healthy ways to deal with stress, sadness, or anger.

Student Assessment
Card sort activity

Staff Assessment
Functional Behavioural Analysis             

Home Assessment
Questionnaire covering all areas of SEMH

Interventions
Emotional development intervention

Emotion coaching
Key adult check-in
Relationship approaches

Targeted
SEAL resources

CBT-based interventions: 
-Think Good, Feel Good 
-Homunculi 
-Feelings Detectives 

ELSA

3. MENTAL HEALTH and WELLBEING

Student Assessment
Anna Freud Resilience Survey 
Student Resilience Survey

Home Assessment/Consultation
Risk and Protective Factors 1
Risk and Protective Factors 2

Intervention
Universal:
Senior Mental Health Leads (see MHST)
Trauma informed training (Can be provided by EPS and MHST)
Mentally Healthy Schools Anna Freud Toolkit for schools and colleges : Mentally Healthy Schools
Supervision for staff educational-psychology-service-brochure.pdf
Peer Support Programme Peer Support Programmes for Mental Wellbeing in Schools & Colleges | Anna Freud

Targeted:
MHST (see signposting)

SUMMARY ACTION PLAN