Children’s struggles with their social, emotional and mental health can be clear to see, though underlying language needs can remain hidden and difficult to identify. Evidence suggests many children with SEMH have unidentified language needs, impacting on SEMH and learning.

This session explores the links between SLCN and SEMH, how to identify pupils at risk, and suggests practical strategies to support pupils with SLCN in the classroom and provide targeted support.

Target Audience: SENCOs, School Leaders, Practitioners and Support Staff