Guide to assessing SEMH needs in Schools

Social, Emotional and Mental Health (SEMH) needs are a pivotal aspect of a student’s ability to learn, socialise, and succeed. When SEMH challenges, such as anxiety, emotional distress, or attachment disorders, are left unaddressed, they can significantly impact academic performance and classroom dynamics.

Understanding these needs early allows schools to move beyond “managing behaviour” toward a consistent, informed, and nurturing approach.
Effective SEMH assessment provides educators with a toolkit to move past isolated observations, developing a clear, comprehensive picture of a pupil’s social and emotional development over time.

Identifying needs vs. diagnosing conditions

In a school setting, assessing SEMH needs is not about clinical diagnosis. Instead, it focuses on identifying patterns of social functioning and emotional development that may indicate a child requires additional support.

This approach fosters early intervention and inclusive practice, ensuring that every student’s wellbeing is prioritised without replacing the professional judgement of mental health specialists.

Why consistent assessment supports better outcomes

When SEMH assessment is structured and evidence-based, schools can create a foundation for long-term success. A consistent framework allows staff to:

• Build a shared language: Foster a common understanding between teachers, SEND specialists, and support staff.
• Track longitudinal progress: Monitor how a pupil’s emotional resilience and social skills change over time.
• Targeted support planning: Plan responses that reflect individual developmental needs rather than reacting to isolated behaviours.
• Strengthen collaborative partnerships: Use robust evidence to inform discussions with parents, carers, and external professionals.

What SEMH needs look like in school settings

SEMH needs are diverse and may present differently across primary and secondary school environments. A structured assessment approach helps educators identify these patterns more reliably over time.

How SEMH needs present in the classroom

Challenges with social, emotional, and mental health may be reflected in:

• Relational difficulties: Struggles with forming or maintaining positive peer and adult relationships.
• Emotional regulation: Heightened emotional responses, withdrawal, or low self-esteem.
• Engagement barriers: Difficulties with concentration, motivation, and self-regulation that affect learning.
• Communicative behaviour: Behaviours that interfere with participation, often acting as indicators of unmet need.

The role of structured observation and profiling

To reduce subjectivity, schools rely on structured observation. Profiling frameworks support staff to look beyond isolated incidents and identify underlying patterns of social and emotional development, supporting a more balanced and holistic understanding of a pupil’s needs.

How Schools Assess SEMH Needs Using Assessment Tools

Schools use a range of approaches to understand SEMH needs. In practice, SEMH assessment tools are used to systematically build an understanding of pupils’ social and emotional development over time.

• Informal observation and staff discussion: Day-to-day professional insights are valuable but can vary depending on experience and perspective.
• Behaviour checklists and records: These provide useful snapshots but often focus on behaviour rather than underlying development.
• Structured SEMH assessment and profiling tools:
  Tools such as the Boxall Profile® Online provide a common language and structured assessment framework, supporting consistent understanding, whole-school approaches, and clear documentation for SEN processes.

Schools may use a range of SEMH assessment tools and frameworks, from simple checklists to more structured profiling approaches designed specifically for educational settings.

Selecting the right SEMH assessment tool

When choosing an SEMH assessment framework, schools typically look for tools that are both practical for busy environments and meaningful for understanding pupil needs.

• Consistency across settings: Can be used reliably across year groups and staff teams.
• Age-appropriate indicators: Reflects different stages of social and emotional development.
• Alignment with SEN processes: Contributes directly to planning, review, and evidence-based decision making.
• Manageable workload: Integrates into existing systems without increasing staff burden.

Using the Boxall Profile® to assess SEMH needs

As a structured SEMH assessment framework, the Boxall Profile® Online supports consistent observation of pupils’ social, emotional, and developmental needs across time and settings.

• A structured framework: Systematic observation across key developmental areas supports clear identification of strengths and areas of need.
• Understanding developmental patterns: Focuses on underlying needs rather than isolated behaviours.
• Informing support planning: Assessment insights help schools plan, review, and monitor support in a targeted and consistent way.

From assessment to inclusive support

Assessment is the starting point for inclusive practice, helping schools understand pupils’ needs before deciding what support may be most appropriate.

• Planning next steps: Assessment information supports informed decisions about appropriate provision and approaches.
• Supporting a sense of belonging: Understanding individual needs helps remove barriers to inclusion and supports positive school experiences.
• Monitoring change: Ongoing assessment allows schools to review progress and adjust support over time.

Try a Structured SEMH Assessment Tool

See how your school can assess SEMH needs using the Boxall Profile® Online.

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