Abstract
In England schools are increasingly responsible for supporting children with Social, Emotional and Mental Health (SEMH) difficulties yet their voices are rarely represented. Through semi-structured interviews, the views of 11 children aged 6-11 years with SEMH difficulties were sought. Using thematic analysis two themes were identified - (1) social relationships and interactions, and (2) emotional and behavioural reactions. The children demonstrated that they were articulate and reflective about the impact their difficulties have in the learning environment. For some, they reported building and maintaining close reciprocal friendships which they felt enriched their time at school. It was concluded that children with SEMH difficulties need to feel safe and supported by adults to flourish in school. This work demonstrates the importance of taking a child-centred approach, allowing children to feel heard, understood and valued.
Highlights
Figures from the United Kingdom (UK) suggested that 10% of children aged 5-16 years had a diagnosable disorder, whilst one-in-seven had a less severe problem (Green et al, 2005)
Globally there has been a rise in the prevalence of child mental health difficulties (Bor et al, 2014), with recent UK figures showing a prevalence of 12.8% (NHS digital, 2018)
Such increases have led to mental health becoming a growing priority (World Health Organization, 2016), for young populations as mental health difficulties often emerge during the primary school years (Howard et al, 2017)
Summary
Figures from the United Kingdom (UK) suggested that 10% of children aged 5-16 years had a diagnosable disorder, whilst one-in-seven had a less severe problem (Green et al, 2005). This was mirrored internationally, with global estimates showing between 10–20% of children experiencing difficulties (Kieling et al, 2011). Globally there has been a rise in the prevalence of child mental health difficulties (Bor et al, 2014), with recent UK figures showing a prevalence of 12.8% (NHS digital, 2018). It becomes clear that schools are one agency who can play a role in the prevention of mental health difficulties and provide support for children who encounter them
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