Breaking the cycle: Rethinking SEMH, labels, and understanding in schools

In classrooms across the UK, students facing Social, Emotional, and Mental Health (SEMH) challenges are often labelled as "naughty" or "disruptive." These labels may seem harmless, but their consequences can profoundly impact a child’s self-esteem, academic journey, and relationships.

As educators, it’s vital to pause and reflect on the lasting impact of these labels. Instead of perpetuating them, how can we shift our mindset and approach to better support these children and help them thrive?

Why labels harm more than help

When a child is consistently seen as “naughty” or “troublesome,” it’s often a sign of misunderstood behaviour. Many times, these behaviours are driven by deeper SEMH needs—whether rooted in anxiety, trauma, or unaddressed emotional challenges.

The result? Instead of receiving support, these children are frequently punished, excluded, or isolated, creating a damaging cycle. Over time, they internalise these labels, leading to a decline in emotional well-being, disengagement from learning, and a struggle to build self-worth.

The SEMH journey can be a tough path to navigate

For some children, the only alternative is moving to an SEMH school or a Pupil Referral Unit (PRU)—settings designed to provide tailored support.

However, the journey isn’t without its challenges. These students often face the daunting task of unlearning years of negative labels and rebuilding their confidence. As educators, you have the power to intervene earlier, breaking this cycle before a child is pushed to the margins.

How can educators make a difference?

We all have a role to play in ensuring every child receives the support they need to flourish. Here’s how you can make a tangible impact:

1. Reframe behaviour as communication

Every behaviour tells a story. Instead of asking, “Why are they acting out?” ask, “What are they trying to communicate?” By understanding the root cause of behaviour, we can respond with compassion and more effective strategies.

2. Intervene early

Early identification of SEMH needs leads to better outcomes. Simple measures—such as social-emotional learning programmes or assigning a trusted adult for regular check-ins—can make all the difference in preventing negative labels and exclusion.

3. Focus on strengths, not struggles

Every child has unique talents and potential. By highlighting what they excel at, we help them feel valued and capable, rather than defined by their challenges.

4. Build collaboration across settings

For children transitioning to SEMH schools or PRUs, ongoing collaboration between mainstream schools and specialist settings is essential. This ensures smoother transitions, dismantles negative labels, and provides consistent support.

5. Shift the narrative

Language matters. Let’s move away from terms like “naughty” or “disruptive” and instead describe these children as having support needs or facing challenges. This small shift in mindset can change how children see themselves—and how others see them too.

Creating compassionate school cultures

As headteachers, teachers, and practitioners, we have the opportunity to build schools where every child feels safe, heard, and supported. By fostering a compassionate and inclusive culture, we can help students overcome the barriers that labels create and empower them to reach their full potential.

It’s time to challenge ourselves and reimagine our approach to SEMH. Together, we can make a real difference in the lives of these young people.

?? How does your school approach SEMH? Share your thoughts and strategies in the comments—we’d love to hear what’s working in your classrooms.