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Enhancing well being and inclusion of pupils with SEMH needs through social action projects in a primary school
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Authors
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Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: Clayton Village Primary School, located in an area with a higher-than-average special educational needs and disabilities (SEND) profile, identified an increasing need to support learners with Social, Emotional, and Mental Health (SEMH) needs. To address this, the school collaborated with a not-for-profit organization to implement a tailored programme as part of Whole School SEND's initiative aimed at empowering students through project-based learning and fostering community engagement.
Aims: The programme aimed to enhance the wellbeing, confidence, and communication skills of learners with SEMH needs while promoting engagement with learning and community involvement. It sought to develop essential life skills, including leadership, teamwork, and resilience, ultimately strengthening relationships among the school, families, and local organizations.
Methods: The initiative was delivered to two Year 5 cohorts over 10 weeks, engaging 16 pupils selected through diagnostic questionnaires and teacher assessments. The educational process incorporated three main phases: Assessment and Preparation, Project Delivery, and Celebration and Reflection. During these phases, pupils participated in community projects, such as creating wellbeing packs and fundraising for various causes, leading to a final showcase event.
Findings: The project resulted in notable improvements in areas such as confidence, self-esteem, communication, teamwork, and moral awareness among participants. Quantitative data demonstrated a 100% improvement across the targeted areas, with students showing increased willingness to collaborate, take risks, and engage publicly. Qualitative feedback from pupils and teachers highlighted personal growth and an enhanced sense of belonging.
Implications: This case study presents a model for other educational institutions aiming to enrich SEND provision through social action. Key insights include the importance of offering students leadership opportunities in their projects, embedding pre- and post-project assessments for impact measurement, and prioritizing familial involvement to enhance engagement. Strong partnerships with community organizations were also crucial to providing real-world relevance, suggesting a pathway for sustainable implementation of similar initiatives in other schools.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), community projects