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Research-based Interventions to Support SEMH Learners at Leeds City College
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Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The project undertaken at Leeds City College, a large Further Education provider in the UK, aims to support students aged 14-16 with Social, Emotional and Mental Health (SEMH) needs. Given the high percentage of learners with Special Educational Needs and Disabilities (SEND) enrolled at the college, the need for innovative inclusive interventions is paramount, particularly for those at risk of becoming Not in Education, Employment or Training (NEET).
Aims: The primary objective of the intervention was to pilot a psychology-based approach using the Equilibration Process to help students reframe negative thought patterns, foster resilience, and enhance emotional regulation. This was intended to improve engagement, attendance, and protect students from potential radicalisation and grooming.
Methods: Participants for the intervention were selected based on specific criteria determined by a multidisciplinary team and involved both one-on-one coaching sessions and condensed group tutorials. The intervention employed a structured nine-question Equilibration Process to explore students' emotional responses to various events and relationships, conducted over five one-hour sessions per student, supported by trained staff with expertise in child development and psychology.
Findings: The evaluation of the intervention indicated significant positive outcomes, including improved emotional regulation and reduced anxiety, enhanced self-confidence, and greater engagement with educational tasks. Feedback from staff indicated that students developed better coping strategies for emotional distress, leading to higher attention levels and reduced disruptive behaviors in the school environment.
Implications: This study illustrates the effectiveness of the Equilibration Process in addressing the needs of SEMH learners. Key outcomes convey valuable insights into how structured, psychology-informed coaching can facilitate improved emotional management and resilience among students. Such interventions may have broader applications across educational settings, helping to foster a supportive environment conducive to both personal growth and academic achievement.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), learner coaching