Research shows that young people’s social, emotional, and mental health (SEMH) needs significantly impact their learning, behaviour, attendance, future employment, and overall life chances.
The following section provides an overview of evidence-based interventions designed to support these children and young people, ensuring the best possible outcomes.
Mindfulness
Mindfulness for children experiencing emotional overwhelm involves teaching them to be present, non-judgmental, and accepting of their feelings. This practice helps them develop emotional regulation skills and cope with stress effectively.
Research supports mindfulness as beneficial for children’s mental health. Studies indicate that mindfulness interventions in schools can reduce symptoms of anxiety and depression, improve attention and concentration, and enhance overall well-being (Britton et al., 2014; Zenner et al., 2014).
Schools are increasingly incorporating mindfulness programs to support students. Initiatives like “Mindful Schools” in the US and “Mindfulness in Schools Project” in the UK provide teachers with training to integrate mindfulness into the curriculum. These programs teach children mindfulness techniques through activities such as mindful breathing, guided meditation, and sensory awareness exercises.
By learning to observe their thoughts and feelings without judgment, children can better manage emotional challenges. This approach empowers them to respond thoughtfully rather than react impulsively, fostering a more positive and resilient mindset.
Evidence:
- Implementing Mindfulness in Schools, and Evidenced Based Guide
- Mindfulness in Schools, UK Parliament
- Mindfulness in Schools, Prof. Katherine Weare
Training
Restorative Practices
Restorative practices are approaches used to build and repair relationships and promote a sense of community within schools and other settings. They emphasise communication, empathy, and understanding rather than punishment or exclusion. When supporting children who struggle to understand, label, and name their emotions, restorative practices play a crucial role in several ways:
- Building Emotional Awareness: Restorative practices encourage open dialogue and reflection, which helps children explore and articulate their emotions. Through activities like circles and discussions, they learn to recognise and name their feelings, improving emotional literacy.
- Fostering Empathy: These practices cultivate empathy by encouraging children to listen actively and consider others’ perspectives. By participating in restorative processes such as peer mediation or conflict resolution circles, children learn to empathise with the emotions of others, enhancing their social and emotional skills.
- Creating a Supportive Environment: Restorative practices create a safe and supportive environment where children feel valued and understood. This environment is conducive to sharing emotions and seeking support, which is crucial for children who struggle with emotional understanding.
Research underscores the benefits of restorative practices in schools. Studies have shown that implementing restorative approaches can reduce disciplinary incidents, improve school climate, and enhance social-emotional competence among students (Hopkins et al., 2017; Morrison, 2017).
In the US and UK, schools have adopted various restorative initiatives to support students. For instance, “Restorative Justice in Schools” programs in the US emphasise repairing harm and restoring relationships through dialogue and community-building activities. In the UK, the “Restorative Approaches in Schools” initiative promotes conflict resolution and emotional literacy through restorative circles and peer support networks.
Evidence:
- Early Intervention Foundation
- Future in Mind 2016
- Circles of Connection
- Restorative Practice in School: An Introduction for Parents/Carers (video)
- Demonstration of a 5-step restorative conversation (video) and prompt sheet (docx format, 14Kb)
- Examples of restorative practice in Gloucestershire schools
Training
Resources
Solution Circles
Solution Circles offer a structured and evidence-based approach to problem-solving, aimed at helping individuals navigate challenges and overcome feelings of being stuck.
Here’s how Solution Circles typically operate:
- Problem Outlining: The “Problem Presenter” shares their difficulty or feeling of being stuck with the group, who listen attentively without interruption.
- Clarification Questions: Group members ask questions to clarify and gain a deeper understanding of the issue presented, helping to uncover insights into the problem.
- Generating Solutions: Participants brainstorm and propose potential solutions to the Problem Presenter. During this phase, the Problem Presenter remains silent to allow for a thorough exploration of ideas without immediate feedback.
- Discussion and Clarification: The group discusses and clarifies the solutions proposed, evaluating which ideas are most feasible and beneficial for addressing the problem.
- The First Step: The session concludes with a commitment to action. Together, the Problem Presenter and the group decide on specific steps to take within the next 3 days. Initiating at least one step within 24 hours is emphasised to maintain momentum.
- Final Reflections: Participants reflect on the session, sharing their thoughts and feelings. A “Graphic Recorder” visually summarises the discussion, capturing key decisions and insights.
Additional activities may include check-in exercises at the beginning and a debrief at the end, fostering a supportive environment where participants can acknowledge their emotions and reflect on their experiences.
Solution Circles are designed to promote collaborative problem-solving, reflective practice, and personal support. They encourage participants to explore diverse perspectives and innovative solutions, fostering empathy and accountability among group members.
In educational settings and beyond, Solution Circles prove effective in addressing various challenges by leveraging collective Playfulness, Acceptance, Curiosity, Empathy (PACE)wisdom and encouraging actionable solutions that may not have been apparent individually. This structured approach not only enhances problem-solving skills but also strengthens teamwork and resilience in tackling complex issues.
Evidence
Training
Playfulness, Acceptance, Curiosity, Empathy (PACE)
PACE (Playfulness, Acceptance, Curiosity, Empathy) is a therapeutic approach developed by Dan Hughes, aimed at supporting children with social and emotional difficulties, particularly in the context of Dyadic Developmental Psychotherapy (DDP).
Playfulness encourages a safe and enjoyable atmosphere, reducing anxiety and fostering connection. Acceptance involves non-judgmental validation of the child’s experiences, building trust and security. Curiosity prompts therapists to show genuine interest in understanding the child’s inner world, promoting exploration and insight. Empathy goes beyond sympathy to deeply connect with the child’s emotions, validating their feelings and promoting emotional regulation.
Effective for children with attachment issues or trauma histories, PACE focuses on creating a nurturing therapeutic relationship. It helps children feel heard, understood, and valued, fostering emotional growth and resilience. By emphasising these qualities—playfulness, acceptance, curiosity, and empathy—PACE supports children in developing healthier relationships and coping strategies essential for their overall well-being.
Evidence
Training
- Identifying Provision for Children with Attachment Difficulties
- Improving Attachment through Play Training
- Using PACE to Build Relationships
Circle of Friends
The Circle of Friends approach is used in schools to support children and young people experiencing social difficulties. School staff enlist volunteers from the peer group of a struggling student to form a support network. Led by a staff facilitator, these peers meet regularly to discuss and problem-solve around the social challenges faced by the targeted student.
There are variations in how Circle of Friends can be implemented. In some cases, initial discussions may exclude the target student to encourage open dialogue among peers. Alternatively, an adapted approach includes the target student from the beginning, focusing on fostering friendships and mutual understanding among all participants (Barratt & Randall, 2004).
This approach is effective because it leverages peer support, which can enhance social inclusion and reduce isolation more effectively than adult-led interventions. By involving peers in problem-solving and fostering empathy, Circle of Friends promotes a supportive school environment where students feel valued and connected.
Resource
ELSAs
The ELSA (Emotional Literacy Support Assistant) project, developed by Educational Psychologist Sheila Burton, aims to equip schools with the resources to support the emotional needs of their students. Recognising that emotional well-being is crucial for learning and happiness, ELSAs are trained by Educational Psychologists to help pupils develop emotional literacy skills.
ELSAs work individually or in small groups with students, focusing on managing emotions like anger and anxiety, improving social and friendship skills, using social and therapeutic stories, and supporting those dealing with loss, bereavement, or family breakup. They also employ active listening and reflective conversation techniques, sometimes using puppets.
The initiative includes ongoing supervision and a national support network for ELSAs, ensuring they can effectively support students’ emotional needs and contribute to a positive school environment. For more information, visit the ELSA Network website at elsanetwork.org.
Nurture Groups
Nurture Groups, developed by Marjorie Boxall in 1969, support children with social and emotional development needs by providing a warm and accepting environment. Typically, these groups consist of 6 to 12 pupils and are led by two staff members. Children remain part of their usual class but spend part of their day in the Nurture Group, with time allocated based on individual needs assessed using the Boxall Profile.
Six Principles of Nurture:
- Developmental Understanding: Recognising that children’s development can be uneven and influenced by past experiences.
- Safe Base: Creating a secure, predictable classroom environment.
- Nurture and Wellbeing: Focusing on building positive, trusting relationships to enhance wellbeing.
- Language as Communication: Encouraging children to develop and use language to express themselves.
- Behaviour as Communication: Understanding behaviour as a form of communication.
- Importance of Transitions: Supporting children through changes and new experiences.
Nurture Groups aim to help children develop the social and emotional skills needed for academic and personal success. For more information, visit the Nurture UK website.
Training
Lego-based Therapy
Lego-Based Therapy, created by Daniel LeGoff and colleagues, promotes social development in children, particularly those who are autistic or have social communication difficulties. The therapy involves children working together to build Lego models, encouraging communication, problem-solving, and collaboration.
Children are assigned specific roles, such as Builder (assembles the pieces) and Parts Supplier (provides the bricks). In larger groups, additional roles like Engineer (describes the required bricks) can be introduced. These roles rotate, allowing each child to experience different aspects of the building process.
Before starting collaborative work, children need to develop skills such as identifying and sorting Lego pieces by shape, size, and colour. The focus of the therapy can be adapted, either following instructions for a specific model or engaging in ‘free building’ to create a model of the group’s choice.
Lego-Based Therapy effectively enhances communication, teamwork, and problem-solving skills in a fun, engaging way.
Evidence
Training
Art-based Therapies
Art-based therapies have proven effective in supporting children struggling with emotional and social difficulties. These therapies utilise creative activities like drawing, painting, and sculpting to facilitate emotional expression, enhance self-awareness, and improve interpersonal skills. Research underscores several reasons why art-based therapies are beneficial:
- Emotional Regulation: Engaging in art allows children to externalise and process complex emotions in a non-verbal manner, which can reduce anxiety and promote emotional resilience (Malchiodi, 2011).
- Self-Expression: Art provides a safe and expressive outlet for children to communicate feelings and experiences that may be difficult to convey verbally. This fosters self-expression and boosts self-confidence (Betts, 2006).
- Social Interaction: Group art sessions encourage collaboration, empathy, and communication among children. By working together on creative projects, children develop positive peer relationships and a sense of belonging (Malchiodi, 2005).
- Therapeutic Alliance: The supportive and non-judgmental environment of art therapy sessions helps build a strong therapeutic relationship between the child and the therapist. This relationship is crucial for emotional healing and personal growth (Jones & Hughes, 2016).
- Integrated Approach: Art-based therapies complement traditional therapeutic methods by addressing emotional, cognitive, and social aspects simultaneously. This integrated approach supports holistic development and well-being in children (Malchiodi, 2012).
Training
Sand Play
Sand play therapy is a therapeutic approach that utilises a tray of sand and miniature objects to help children explore and express their thoughts, emotions, and experiences.
There are several reasons why it is so beneficial:
- Non-Verbal Expression: Children use the sand and objects to create scenes, allowing them to express complex feelings and experiences that may be difficult to articulate verbally.
- Symbolic Representation: The act of arranging and manipulating the sand and objects provides a symbolic representation of inner conflicts, relationships, and dynamics, facilitating insight and understanding (Sweeney & Homeyer, 2011).
- Therapeutic Relationship: Sand play therapy fosters a therapeutic relationship between the child and therapist, creating a safe space for exploration and healing.
- Emotional Regulation: Engaging in sand play can help children regulate emotions and reduce anxiety by providing a sensory and tactile experience (Lowenstein, 2009).
- Integration and Resolution: Through the process of creating and interacting with the sand scenes, children can work through unresolved issues, develop coping strategies, and promote emotional resilience (Kalff, 1980).
Sand play therapy is widely to support children facing various challenges, including trauma, anxiety, and social difficulties. It offers a unique and effective way for children to process their emotions, enhance self-awareness, and promote overall well-being.
Training
Drumming
Drumming interventions utilise rhythmic drumming and percussion to enhance emotional, physical, and social well-being among children.
Here’s how these interventions work effectively:
- Emotional Expression: Drumming allows children to express emotions and release stress through rhythmic patterns, providing a therapeutic outlet for emotional expression.
- Physical Development: Engaging in drumming promotes motor skills, coordination, and sensory integration, supporting physical development and self-regulation.
- Social Skills: Group drumming sessions encourage teamwork, communication, and cooperation, fostering positive peer relationships and a sense of community.
- Emotional Regulation: Drumming provides a structured and engaging method for children to manage anxiety, anger, and other emotions by channelling them into rhythmic expression (Bittman et al., 2003).
- Cognitive Benefits: Learning rhythmic patterns during drumming sessions enhances cognitive skills such as focus, attention, and memory, promoting cognitive development and flexibility (Ho, 2019).
Training
Tree of Life
The Tree of Life intervention, created by Ncazelo Ncube and David Denborough, is a narrative therapy approach designed to help individuals, families, and communities explore and share their stories in a meaningful and empowering way. Here’s an overview:
- Narrative Therapy: Rooted in narrative therapy principles, the Tree of Life intervention focuses on the stories we tell about our lives. It emphasises strengths, values, and cultural resources that shape identities and journeys.
- Symbolism of the Tree: The tree symbolises resilience, growth, and interconnectedness. Participants create a symbolic tree where each part represents different life aspects—strengths, aspirations, and supportive relationships.
- Empowerment and Resilience: Through storytelling and tree creation, individuals and groups identify and celebrate strengths and values, fostering empowerment and resilience amidst challenges.
- Cultural and Community Context: The intervention respects cultural beliefs, traditions, and community values. It acknowledges how cultural identity influences personal narratives and collective resilience.
The Tree of Life intervention offers a structured and creative approach to narrative therapy, promoting self-awareness, resilience, and community support through the exploration and sharing of personal and collective stories.
Training
Final Thoughts
There are lots of interventions here, so – who would benefit from them?
Art-based therapies, such as drawing and painting, are beneficial for children who struggle with emotional and social challenges. These therapies provide a creative outlet for emotional expression and enhance interpersonal skills.
Drumming interventions are ideal for children who benefit from rhythmic activities to promote emotional expression, physical coordination, and social interaction.
Sand play therapy, utilising sand and miniature objects, is effective for children who find symbolic representation helpful in processing emotions and relationships, fostering insight and emotional regulation. Ideal for children that struggle to verbalise their emotions – however need to express them.
Mindfulness practices benefit children needing tools for emotional regulation and stress reduction, enhancing self-awareness and focus.
Solution Circles provide a structured approach for children needing collaborative problem-solving and peer support to address challenges effectively.
Lego-Based Therapy supports children with social communication difficulties by fostering collaboration, problem-solving, and social skills through structured play with peers.
Nurture Groups offer a supportive environment for children needing nurturing relationships and emotional support to thrive academically and socially.
Circle of Friends initiatives build peer support networks around children facing social difficulties, promoting inclusion and positive social interactions within the school community.
PACE (Playfulness, Acceptance, Curiosity, Empathy) interventions benefit children struggling to identify and manage emotions, focusing on building emotional literacy and relational skills.
Restorative Practices help children understand and resolve conflicts constructively, fostering empathy, accountability, and positive behaviour within school environments.
The Tree of Life intervention, is suitable for individuals seeking to explore belonging and self-esteem. It emphasises strengths, cultural resources, and resilience through symbolic tree creation, promoting healing and community support.
Comic Strip Conversations are particularly beneficial for children who benefit from visual and structured approaches to understanding social interactions and communication.
Drawing Feelings is a therapeutic approach that allows children to express and explore their emotions through art. It is particularly effective for children who may find it challenging to verbalise their feelings.
Bilateral art is a therapeutic technique involving simultaneous use of both hands in drawing or creative activities. It promotes bilateral brain stimulation, aiding emotional processing and cognitive integration. This approach calms the nervous system, enhances problem-solving skills, and supports emotional regulation, making it valuable for individuals needing non-verbal therapeutic engagement.
Each of these interventions offers a tailored approach to support emotional resilience, social skills, and overall well-being in children facing various challenges. By aligning interventions with individual needs, children receive effective therapeutic support that integrates creativity, collaborative learning, and supportive environments for positive growth and development.
