Social, Emotional Mental Health (SEMH)

Advice for professionals working with SEND aged 7 to 11

This 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 unable to understand ‘identity’, eager ‘to please’ and with low self-worth
CYP may be reluctant to share, withdrawn and have difficulties forming relationships
Need to feel loved and safe, may struggle to control emotions, could be overly aggressive (verbally) and may self-harm
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP with cognitive disability may be easily deceived
CYP with cognitive disability may be eager to be a part of online activities such as games without spotting danger signs
Parents/carers may see the development of online skills as progress towards independence thus leaving CYP unsupervised and open to harmful content
CYP may not be as adept or skilled as peers during online games and therefore suffer diminished self-esteem
CYP’s sense of self-worth may be severely impaired causing them to be vulnerable to a range of possible harms

Possible responses

Role play scenarios
Strengths and Difficulties questionnaire
Risk Assessment Management Plan (RAMP)
Learning about how to use social media platforms
Parent/carer workshops focusing online harms and striking a balance between encouraging independence and protecting from harms
Frequent targeted activities to build CYP’s sense of self-worth and self-esteem

Resources

NICE Self-Harm Pathways

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 be; reluctant to share concerns, withdrawn/isolated, cover up dangers, erratic and emotionally volatile, self-harming
Choices may be lad by a desire to please. Low self-worth may lead to sharing inappropriate material
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Choices may lead the CYP to become violent or aggressive online
CYP may find it difficult to attract and engage online peers because they are not ‘cool’ or skilled
CYP may not appreciate that online content can be shared broadly and used against them

Possible responses

ELSA intervention programme
Learning about sharing images, online gaming, online content
Stories about staying safe online
Educate parents/carer on nude images
Create small friendship groups outside of the online world using buddy systems
Lessons focusing on the spread of contacts

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources
ThinkUKnow – Nude selfies, parents advice

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 may have unclear boundaries about language use, may be aggressive, abusive, coercive and be vulnerable to judgements made online
Impulsive, attention-seeking behaviour can give rise to hits, or likes, for attention, or inappropriate responses and risks to digital personality and reputation
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may not be able to discern between a digital person and a real person
CYP may have a negative reputation due to the challenges they have faced

Possible responses

Learning about online behaviours
Anger management or counselling sessions
Focused work on ‘Real People and Toys/Pretend Play’
Support programme in place to develop positive reputation for CYP

Resources

NSPCC – Making sense of relationships
ThinkUKnow Play, like, share.
Internet Matters – positive online reputation
Healthline guide to CBT

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 may display; depression, phobic anxiety, paranoia, self-isolation, self-harm, aggressive behaviour – physical and/or verbal, psychosomatic symptoms such as headaches, abdominal pain, sleep deprivation
Difficult to recognise bullying and how this is different on and offline
Low self-esteem impacts on relationship building and can override any care towards harmful online comments
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma.
May themselves use platforms to bully others.
CYP may not appreciate that their online activity is perceived by others as bullying
CYP may not identify what they are experiencing online as bullying because it is not physically present. They may not report it and therefore end it or receive support
CYP may be coerced into bullying others online in order to secure approval from dominant individuals

Possible responses

Anger management counselling
Self-soothe techniques
Positive self-image
ELSA support intervention
Parent/carer support
Stories and role play
Focused lessons on reporting anything which makes the CYP feel sad, uncomfortable or frightened
Focused activities developing CYP’s resilience to being manipulated by others.

Resources

Young personline – Staying safe online
ThinkUKnow home activity resources
Lego Therapy resource on Twinkl

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

Difficulties with interpersonal relationships affect understanding of influences, manipulation and persuasion
Low levels of self-esteem and resilience cloud ability to discriminate between true and false information (fake news)
CYP may not realise that their ‘history’ leaves a trail of their online activity
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may be scared to search for information online due to previous adverse experiences

Possible responses

Learning about online behaviours
Lego therapy for anger issues
Self-soothe and regulatory activities
Focused activities on the permanence of online activities
Desensitise CYP to searching for information by scaffolding opportunities to search for motivating and enjoyable subjects

Resources

NSPCC – Making sense of relationships

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, anxiety, low mood that may affect ability to regulate safe use of technology
Poor attachment with key adults may leave CYP more vulnerable to exploitation online ( e.g. payment for apps/parental warnings/pressures)
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may not be able to discriminate between advertising and advice
CYP may retreat into online activities as a safe haven leading to problems around inactivity and health

Possible responses

Learning about online behaviours
Focused activities on persuasion through advertising
CYP encouraged to develop a range of activities and routines

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 make it difficult to remember passwords
Poor attachment and fear of trusted adults 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’s passwords may be predictable
CYP may be coerced into sharing private 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
Teach CYP rules for devising strong passwords
Activities focused on CYP reporting any coercion

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 permission of online information
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may have poorly developed sense of ownership and use other people’s online content

Possible responses

Key trusted adult to ensure who can see CYP’s information and give advise
Activities focused on attributing and praising others’ work

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 4 to 7

Advice by age 11 to 14

Advice by age 14 to 18

Making the internet safer and more inclusive

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