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SEMH: Embedding an inclusive relational approach
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Years Education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research project was conducted in a federated mainstream primary school in response to a noticeable rise in pupils with social, emotional, and mental health (SEMH) needs. The school sought to explore more inclusive, trauma-informed, and relational approaches to behaviour management, moving beyond traditional systems to foster emotional regulation and positive relationships.
Aims: The research aimed to determine whether relational behaviour policies could effectively support the teaching of social and emotional skills in mainstream settings. It also sought to assess the impact of embedding the principles of being 'Ready, Respectful, and Safe' across the school community.
Methods: The research follows a cyclical action research framework that includes planning, doing, and reviewing stages, allowing for the continuous refinement of research questions and strategies. Ethical consent was obtained for data publication to ensure anonymity and integrity throughout the research process.
Findings: The study emphasises the significance of positive relationships and language in addressing students' behaviour, and this includes teachers greeting children at the classroom door. The school's behaviour policy refers to children's underlying needs rather than 'misbehaviour'. Pupil voice is integrated into the decision-making process to enhance engagement and responsiveness.
Implications: The findings suggest that effective behaviour management requires an understanding of the broader context influencing students' behaviours, particularly for those with special education needs and disabilities. Teachers may glean insights into the importance of relational approaches and restorative practices in managing behaviour while emphasising emotional safety and personal connection. The emphasis on clear communication and consistency in language is likely to inform teachers' approaches to fostering a positive classroom environment and supporting children's positive behaviour.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), social-emotional-mental health, whole-school approach, relational approach, trauma-informed, restorative approach