Supporting SEMH students for schools and local authorities

Over 1.6 million pupils in England have SEND needs.

That’s an increase of 101,000 from 2023.

Regardless of this growing figure, schools, teachers and local authorities are still getting funding cuts but face increased expectations. Most teachers aren't trained to manage this level of extra needs in their classrooms. And we shouldn't expect them to be.

It becomes a vicious cycle.

If a child’s additional needs aren’t supported, they become more disengaged and dysregulated. They can’t manage being in education and then become an undesirable statistic, dropping out of education.

What do we do about it?

Understanding SEMH families  

SEMH children often struggle with education because they’re struggling in life.

What happens at home directly impacts their ability to engage and learn—and that’s the hardest place to reach them.

Many families don’t trust schools and local authorities. Whether that’s because of their own negative experiences or fear of judgement, parents often feel unheard. However, a child progresses much faster when the family begins to trust the support they’re being given.

Local authorities and schools are under pressure to improve attendance and performance, but without a deep understanding of each child and vigorous support plans, these children fall through the cracks. That’s where OCEM steps in.

We bridge the gap between families, schools and authorities. If necessary, we make referrals, suggest undiagnosed conditions and feedback what we learn to the necessary parties. This creates a collaborative approach, improving family life and helping local authorities fulfil their duty of care.

Trust is the most important factor in supporting SEMH children, but the hardest thing to achieve. That’s what we’re here for.

Staying flexible with our approach

Once we’ve gained trust, the next step is giving a child the tools to regulate, build confidence and increase their capacity to learn. 

Learning is an emotional journey. A child in a heightened state can’t absorb new information because their focus is on survival. If their needs aren’t met, they simply can’t engage in lessons. That’s what we work on, one tolerable step at a time.  

We might begin working with a child online, and when they start to settle in, we start doing sessions in person. No matter what their OCEM experience looks like, their emotional and mental wellbeing is prioritised by us to help them regulate and feel safe in educational settings.  

One thing is always promised. Flexibility. SEMH children’s circumstances are subject to change at any given moment. They might become intolerant of group settings, so we revert to home sessions. Or a child might start showing signs that they want to dip their toes into some group settings.  

Progress starts with meeting the child where they are. Only then can we equip them with the social, emotional and academic skills they need to reach their potential.  

Help OCEM grow   

Schools and education departments are facing budget cuts, limited resources and growing demands. This makes supporting SEMH children extremely difficult.  

We currently operate in London, Essex, Buckinghamshire and Reading—but with your help, we can expand into more areas by letting your local authority know about OCEM. 

Need more information? Reach out and let’s have a conversation.