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Improving outcomes for pupils with SEMH through curriculum development in a special secondary school
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Authors
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Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on developing and implementing a curriculum designed to explicitly address Character, Oracy, Resilience, and Emotional Intelligence (CORE) for pupils with Social, Emotional, and Mental Health (SEMH) needs at Keyham Lodge, an inner-city secondary school situated in a high-deprivation area. The initiative arises from the recognition that these pupils often grapple with significant life challenges and past adversities, necessitating education that goes beyond academic instruction.
Aims: The primary aim of this project is to enhance academic outcomes, behavior, attendance, and safeguarding indicators for students with SEMH needs by incorporating life skills into the educational framework. The initiative aspires to equip these learners not only with academic knowledge but also with the essential personal skills necessary for their long-term success and well-being.
Methods: The curriculum is structured around four key pillars: Character, Oracy, Resilience, and Emotional Intelligence, with lessons integrated into the school's timetable. The implementation involved engaging staff through continuous professional development (CPD), fostering collaboration to explore research-based practices, and employing feedback mechanisms to adapt the curriculum to the specific needs of pupils. Practical activities supplemented the curriculum to reinforce learning.
Findings: The implementation of the CORE curriculum yielded notable improvements, including a 9.5% increase in attendance, a 0.93 rise in Progress 8 scores, a 23% reduction in bullying incidents, and a 52% decrease in property damage. Students demonstrated a shift from self-destructive behaviors to positive self-reflection, improved communication skills, and enhanced engagement with their learning environment.
Implications: The findings underscore the importance of curriculum placement and staff buy-in for effective delivery. The data-driven approach facilitated real-time adaptations to meet student needs, highlighting the potential for CORE curricula to be tailored to various educational contexts. The study illustrates how a structured yet adaptable implementation can foster resilience and self-efficacy among students with SEMH needs, suggesting that such frameworks can be beneficial in similar educational settings.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), CORE Intelligence, teacher professional development