This session draws on a decade of experience in forensic mental health settings to explore what I learned about creating emotionally safe, and relationally rich environments for schools supporting children with SEMH needs. In education, responses can become piecemeal, focusing on behaviour management and surface-level strategies. Using a trauma-informed, relational approach, participants will reframe how behaviour reflects nervous systems under stress rather than defiance, and how cultures of belonging foster lasting change.

Delegates will gain a practical framework for implementing a psychologically informed model that supports psychological and emotional safety, and sustainable ways to care for the whole school community.
 

Target audience: SENCO’s / Leaders, Practitioners / Support staff, Local Authority Staff

Target Key Stage: All Key Stages

Settings Targeted: School, Alternative provision, 
SEND Focus: SEMH
Related Policy: N/A
Audience Stage: Level 1-3
Learning outcomes: 

• Reframe behaviour as a communication of nervous system distress rather than defiance.
• Apply trauma-informed, relational principles to create emotionally safe learning environments.
• Identify and implement strategies that support co-regulation, connection, and a sense of belonging.
• Develop a psychologically informed framework to support the wellbeing of students, staff, and the wider school community.