Social, Emotional and Mental Health (SEMH)

Advice for professionals working with SEND aged 4 to 7

This SEND Index of Harms resource is for children and young people (CYP) with Social, Emotional and Mental Health need. It is broken down by the strands from the Education for a Connected World Framework.

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What you’ll find in this section

Self Image and Identity (SII)

Online relationships (ORel)

Online reputation (ORep)

Online bullying (OB)

Managing online information (MOI)

Health wellbeing and lifestyle (HWL)

Privacy and security (PS)

Self-image and identity

This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Impact of technology on self-image and identity

Behaviours/Indicators

CYP may struggle to understand how people behave online, how they can express their feelings, and have low empathy
May express inappropriate behaviour or impulsive behaviour
Leads to inability to manage boundaries, regulate emotions and present limited concentration
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP with limited communication skills will not be able to speak up or speak out
CYP with cognitive or communication disability may not be able to identify and / or report abuse

Possible responses

High level of supervision required
Key words taught
Story sacks
Young person-centred planning meeting
Training for staff
Wishes and feelings
Activities focused on assertive communication learning phrases such as ‘No’, ‘I don’t like it’, ‘Go away’, ‘Stop’
Specific training for staff around vigilance in respect of CYP with SEND

Online relationships

This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Relationships, consent and behaviours leading to harm

Behaviours/Indicators

CYP may struggle to understand how technology is used for communication or use inappropriately
Delayed milestones leading to over-sharing
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may struggle to manage boundaries, behaviours and be unable to understand how private sharing can have public consequences
CYP will not understand the difference between ‘virtual presence’ and ‘actual presence’
CYP may find it difficult to establish early online relationships with peers

Possible responses

ELSA intervention programme
Learning about sharing images, online gaming, online content.
Stories about staying safe online
Play activities focused on showing CYP that people can connect through online platforms but not actually be present. For example, role play, small-world character play
Develop buddy systems and friendship groups to encourage CYP to develop early positive online relationships

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources

Online reputation

This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Others may use your online reputation to make judgements about you

Behaviours/Indicators

CYP unable to understand that information can be copied
Anxiety from impulsive behaviours leading to information being seen by others and melt down may result in inappropriate language use
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may not have a sense that other people form opinions about them

Possible responses

Learning about online behaviours
Activities focused on developing understanding of other people’s views from shared content

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources
Internet Matters – positive online reputation

Online bullying

This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Bullying and aggression can harm others

Behaviours/Indicators

CYP displays lack of emotional understanding and inability to explain feeling of self or others, unexplained melt-downs
Inappropriate responses on devices e.g. game boxes unable to control own responses
Demand for screen time and aggressive response if removed
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Withdrawal from peer interaction, crying and clinging to adult. School refusal. Unable to articulate or understand what has been said online
Families sharing images and stories about their CYP may be insulted and driven off online media
CYP may have developed a sense of ‘deserving’ to be bullied online due to low self-esteem and self-worth. Therefore they may not feel able to report bullying or seek support

Possible responses

Learning about online behaviours
Lego therapy
Story sacks and stories
Puppets and role play
Parent/carer workshops to raise awareness and plan responses
Focused activities to build CYP’s sense of self-worth and empower them to report and prevent bullying

Resources

Young personline – Staying safe online
ThinkUKnow home activity resources
Professional Online Safety Helpline

Managing Online Information

This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Online information can be found, viewed and interpreted

Behaviours/Indicators

CYP struggles when screen time limited by an adult, becomes frustrated if the technology or content is not available, both leading to regular melt-downs
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may have a dependence of a device as a result of poor social interaction and may be unable to describe and demonstrate how to get help
May inadvertently share information that could identify location/threaten physical safety
CYP may fear voice-activated devices as they are ‘inhuman’. This fear may be used to manipulate and coerce them

Possible responses

Learning about online behaviours
Lego therapy for anger issues
Self-soothe and regulatory activities
SaLT input to develop key activation sounds
Enable CYP to become familiar with voice-activated devices so that they understand that they are machines

Resources

Online Safety Widigt activities
ThinkUKnow home activity resources

Health, wellbeing and lifestyle

This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Technology can impact on mood, sleep, body health and relationships

Behaviours/Indicators

CYP may display impulsivity, hyperactivity, poor social relationships that may affect understanding of rules/guidance to keep me safe online
Inappropriate use of technology/over-reliance on devices may lead to sleep/weight/mental health issues
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may become fixated on particular online content as part of a soothing routine
CYP may become over-reliant on IT-based activities
CYP with neurological conditions such as epilepsy may be adversely affected by prolonged time in front of a screen
CYP may be drawn towards high-risk online behaviours

Possible responses

Learning about online behaviours
Parent/carer workshops focusing on the stimulatory effect of devices and the need to reduce use of devices before sleep
Ensure there is a mix of physical activities built into CYP’s routine
Monitor CYP’s usage closely and focus activities on informing of online dangers. Ensure in-school filtering and monitoring meets the requirements of Keeping CYP Safe in Education 2020

Resources

ThinkUKnow home activity resources

Privacy and security

This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Personal information can be stored, used and shared which can lead to harm

Behaviours/Indicators

Short-term memory difficulties, impulsivity, hyperactivity may make it difficult for the CYP to remember passwords
Poor attachment and fear of trusted adults may make it difficult to share information safely
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Self-esteem and desire to please can lead to over sharing of key information (address, name, contact details)
CYP may have distorted notions of privacy and either over-share or under-share information

Possible responses

Support from key adult; privacy check, monitor usage, monitor sharing of information
Learning about privacy and security
Guidance about mental health, wellbeing and self-harm
Clear instruction provided on what can and should not be shared

Resources

SWGfL – Password Advice
Twinkl – Password advice
DfE – Teaching online safety in schools
Sen.se – Online Safety advice

Copyright and ownership

This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Potential consequences of illegal access, download and distribution of content

Behaviours/Indicators

SEMH difficulties (hyperactivity, attachment, impulsivity, low self-esteem) make it difficult to understand that everything I writes/creates/films online belongs to them
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may be shunned by their peers because they do not recognise ownership
CYP may not consider their work online is of any value and be too embarrassed to recognise it as theirs

Possible responses

Key trusted adult to ensure:- who can see CYP’s information
Buddy system to help develop recognition of ownership and collaboration
Activities focused on empowering CYP thereby developing their sense of self-worth

Useful resources

See our list of useful resources for further support.

Inclusive digital safety resources

See resource

Professional Online Safety Helpline

Visit site

Over 13 – Report Harmful Content Professional Online Safety Helpline

Visit site

Project Envolve

Visit site

Childnet Star resource

Visit site

SEND: Social, Emotional Mental Health (SEMH) guide

See resource

Advice by Age

Use our list of practical tips to help children have a safer online experience and get the best out of the digital world as they grow.

Advice by age 7 to 11

Advice by age 11 to 14

Advice by age 14 to 18

Making the internet safer and more inclusive

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