SEMH: Training

All staff should have accessed whole-school training opportunities that support children around social, emotional and mental health (SEMH). Training can be accessed via traded services [Size: 429 KB, File: PDF]. This could include:

• Cambridgeshire Therapeutic Thinking
• Functional Behavioural Analysis (FBA).
• The Zones of Regulation a original framework and curriculum that develops awareness, while exploring a variety of tools and strategies for overall wellness.
• Use of mindfulness, yoga, or other calming approaches across the school.

Staff should understand a range of topics that affect children with SEMH needs which could include:

• Attachment styles and how these may manifest in the classroom.
• Trauma or Adverse Childhood Experiences (ACEs) training which is evident in their practice.

Specific training for conditions or topics that may increase the chances of children or young people experiencing SEMH difficulties.

For example:

• foetal alcohol syndrome disorder
• bereavement
• young carer responsibilities
• mental health diagnoses.

• SEND services [Size: 429 KB, File: PDF].
• Virtual School help from professionals who work to support education and improve educational outcomes for all Cambridgeshire children who have or have had a social worker.
• Emotional Health and Wellbeing Service are helpful teams that could be explored through the school’s link practitioners.

Approaches which help staff support children to understand their problems and find ways of coping with things that cause them distress, worry or frustration.

This could include:

• Emotional Literacy Support Assistant (ELSA).
• Therapeutic approaches (counselling, play therapy, Lego therapy).
• Specific elements with Cambridgeshire Steps (e.g., anxiety mapping).
• Resources from the SEAL curriculum initiative support children and young people to develop their social and emotional capabilities.

Staff may benefit from training or staff meetings around topics that would help them to ensure that their classroom is accessible for all children with SEND.

This could include:

• Training around Accessible Classrooms.
• Supporting children or young people to develop their metacognitive skills.
• Planning and Differentiation techniques.
• Effective Feedback.
• Precision teaching as a way of developing children or young people’s confidence.

Classroom teams must have opportunities to meet regularly to ensure that the plans developed by teachers are clear and appropriate for all children, including those with SEND or SEMH.

Teaching assistants may require additional training or support from teachers or special education needs coordinators if a child or young person cannot manage the classroom environment or learning expectations set by the teacher.

The best practice would be for teachers and teaching assistants to meet at least weekly to discuss children with SEND where they review the progress made by children or young people.

Recovery through Relationships is Cambridgeshire’s trauma-informed training designed to help relevant adults in schools and educational settings meet the needs of children and young people who have experienced significant adversity and complex (relational) trauma. The focus is to mitigate and reduce harmful impacts with an evidence-based, trauma-informed approach offered by practitioners who understand complex trauma and are supported to carry out this work.

Attendees gain an understanding of how trauma can affect brain development and impact behaviour and learning. Professional curiosity is encouraged and developing a ‘trauma lens’ is emphasised. The use of the Cornerstone and Antser Virtual Reality Training Headsets enables attendees to have a greater understanding of a child or young person’s lived experience.  The training is offered as a twilight two-hour after-school session or half-day INSET and a train-the-trainer modular approach, where a senior leader trains staff over six, forty-five-minute modules taken at the school’s own pace.

We reference Beacon House Developmental Trauma training for professionals and encourage participants to explore the work of writers and practitioners such as Louise Bomber, Karen Treisman, Dan Hughes, Dan Siegel, Bruce Perry, Bessel van de Kolk and many others.

Feedback:

“The most powerful immersive learning experience, using Virtual Reality. Literally seeing through the eyes of a child to help understand and become truly trauma-informed in our practice.” - CCC Director

“I just wanted to say thank you again for the training the other week. Staff said after that it is the best training they have ever had and really enjoyed it. The reflections in the afternoon were interesting and you could sense the 'empathic shift' in the room. This has translated into a brilliant first week at X. The team have really supported one another and have worked hard with a solutions-focused attitude to support children.” - Cambridgeshire Primary School Head Teacher

Information

For further details and to discuss training needs for your school or setting please contact: virtualschool@cambridgeshire.gov.uk or visit the Cambridgeshire Virtual School page.

The following files and videos contains information about identifying obsessive compulsive disorder (OCD) and strategies for supporting students with OCD.

OCD training

• OCD Training (2020) [Size: 726 KB, File: PDF] by Rheanne Jalali & Kirsten Branigan.

Training package

The training package consists of 3 separate training videos which can be viewed on YouTube.

1. OCD Training - Part 1.
2. OCD Training - Part 2.
3. OCD Training - Part 3.

OCD Is Not Me

OCD Action - OCD is Not Me is a film designed to raise awareness and provide hope for parents.

Emily case example:

Below is a case example study for training purposes.

The Emily case [Size: 120 KB, File: PDF] shows an example of what a student might be feeling and what could be the causes.

• Designated senior lead for mental health in the school.
• Education Welfare Officer.
• Elklan trained adults in school who can help to distinguish whether the child or young person may have a communication difficulty which could be presenting as a SEMH problem.
• Emotional literacy support assistant.
• Schools should also consider how parent helpers and auxiliary staff (including lunchtime staff) are trained regarding SEMH needs.
• Wellbeing team in school (this could include teacher assistants, ELSAs, counsellors, therapists, or other staff, working on either a permanent or temporary basis. Note that these are not a requirement for schools).

• Early Help Team assessments to help professionals and agencies.
• Education Welfare Officer.
• Emotional Health and Wellbeing Service or Mental Health Support Team.
• Locality or District team support (such as Family Workers or Youth Workers) - Provide a targeted service in response to the family’s needs.
• SEND 0-25 Services providing support and training in all aspects of Special Educational Needs.
• YOUnited - Cambridgeshire’s Mental Health Service help children and young people with their emotional wellbeing and mental health.