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Behaviour management: pupils with SEMH needs

Learn how to manage challenging behaviour from pupils with SEMH needs. Get guidance on communicating effectively with these pupils and adapting your classroom environment to cater for their needs. Plus, see examples of what other schools are doing.

Updated
on 3 June 2026See updates
School types: All•School phases: Primary, Secondary•Ref: 684
Contents
  1. What are SEMH needs?
  2. Use a consistent, relational approach to behaviour
  3. Work with pupils to find out what they need 
  4. Support pupils through high-quality teaching
  5. Communicate clearly
  6. Help pupils understand and reflect on their emotions
  7. Adapt the physical environment
  8. Carry out small-group interventions
  9. Prioritise safety and de-escalation if a pupil behaves aggressively

What are SEMH needs?

Social, emotional and mental health (SEMH) needs are a type of special educational need (SEN) and 1 of the 4 broad areas of need identified in the SEND Code of Practice (see paragraphs 5.32 and 6.32).

Pupils with SEMH can struggle to manage their emotions and may:

  • Struggle to manage strong feelings such as anxiety, sadness, shame and anger
  • Experience sensory overload
  • Struggle with their executive functioning skills, e.g. have difficulty focusing, planning and remembering instructions
  • Find it difficult to form trusting relationships
  • Struggle with their social skills
  • Be unable to cope with transitions and change

This summary is based on section 3.6 of the DfE’s non-statutory advice Mental health and behaviour in schools.

It's important to keep in mind that not every pupil who fits this description will have received a specific diagnosis of SEMH, or be on