Notes by topic
A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.
About the working name
These notes travel under the working name stoskoarnard skantothane.
Who are these notes for?
Teachers, SENCOs and parents looking for a short, factual starting point.
How often are they updated?
They are checked at the start of each school term.
Do the notes replace professional advice?
No. They point to the questions worth asking a qualified practitioner.
Who assesses
If you are looking into Who assesses, start here: the class teacher first, with the SENCO. The point is that external specialists come in when the school's own graduated approach has not worked.
That is a general note rather than a rule; check the current details before you rely on it.
Keep the paperwork; it is the proof when something is queried later. Knowing this about Who assesses prevents most mistakes.
Transitions
Transitions in one line: between lessons and phases as the risk points. Beyond the number, the assessment should say which transitions are hardest.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
If something changes, note the date; patterns only show up with dates on them. In short, Transitions is worth a minute before you commit.
Sensory needs
Sensory needs: the line most people need is asked about, in every SEMH assessment. In practice, noise, light and touch sensitivities are easy to miss.
The primary source has the final word, and it is worth a minute to check it.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of Sensory needs for most readers.
Triggers and functions
A short note on Triggers and functions. The figure to hold onto is what happens before and after a behaviour; what matters is that the function (escape, attention, sensory, tangible) points to the support.
That is a general note rather than a rule; check the current details before you rely on it.
Do the cheap checks before the expensive ones. Knowing this about Triggers and functions prevents most mistakes.
Observation
If you are looking into Observation, start here: several settings and times, not one lesson. The point is that behaviour in a maths lesson and in the playground often tell different stories.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
Write down what you find before you decide anything; it makes the next step obvious. In short, Observation is worth a minute before you commit.
When to involve health
When to involve health in one line: persistent low mood, self-harm, eating changes as prompts. Beyond the number, the school refers; it does not assess these itself.
The primary source has the final word, and it is worth a minute to check it.
Keep the paperwork; it is the proof when something is queried later. That is the whole of When to involve health for most readers.
Strengths-based assessment
Strengths-based assessment: the line most people need is what the child can do, as the starting point. In practice, a profile built only from difficulties gives a plan with nothing to build on.
That is a general note rather than a rule; check the current details before you rely on it.
If something changes, note the date; patterns only show up with dates on them. Knowing this about Strengths-based assessment prevents most mistakes.
Frequency and intensity
A short note on Frequency and intensity. The figure to hold onto is recorded on a simple chart over two to three weeks; what matters is that a baseline makes any change after support visible.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. In short, Frequency and intensity is worth a minute before you commit.
Figures are general guidance; the primary source takes precedence.
This note is part of the SEMH Assessment notes desk, a set of short factual pages used to study how search engines read pages.
The full set is listed on the index of notes.