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Social, Emotional and Behavioural Difficulties

What should I do if my child has social, emotional or behavioural difficulties?


Children’s well-being is extremely important to us at Queensmead and we spend a lot of time trying to ensure that they feel happy, relaxed and safe at school.


If you are concerned about your child’s happiness, well-being or behaviour, either at school or at home, the first person to talk to is probably the class teacher, but any member of staff in school can be spoken to.  Explain what you are worried about and anything you think might be affecting their well-being.


The class teacher may ask one of the following people to attend the meeting or to talk to you.  These are also people that you may wish to contact yourself to talk about your child.


  • Lisa Sewell – our Behaviour and Attendance Mentor, who provides behaviour support and mentoring for children struggling with behaviour or with other aspects of their well-being at school.
  • Kirsty Hargreaves – our Inclusion Worker, who works individually and in small groups with children who have social, emotional and behavioural difficulties.
  • Alison Newman Turner – Special Educational Needs Coordinator, who can refer to outside agencies, such as the Social, Emotional and Mental Health Team (previously known as the Behaviour Support Team).
  • Liz Latham or Becky Catlow  – Principal and Deputy Principal.


If the school has concerns about your child’s happiness, well-being or behaviour, they will discuss this with you, either at parents’ evening or by asking you for a meeting.


The types of difficulties that parents or teachers might be concerned about may include:

  • Children finding it difficult to make or maintain friendships
  • Children who appear disengaged or withdrawn in school
  • Children who appear to have emotional difficulties, such as crying easily or losing their temper
  • Children who find it hard to settle in class and are constantly talking, shouting out or fidgeting
  • Children who are overly dependent on some adults or peers
  • Children who find it difficult to adhere to the school’s behavioural expectations
  • Children who are hungry or tired and lethargic

In school we take the view that a child’s behaviour is always trying to communicate something to us and that we need to explore and understand what it is they are trying to communicate.