To support pupils with social, emotional and mental health (SEMH) needs by helping them access the curriculum, develop emotional regulation and resilience, and achieve their full potential academically, socially, and emotionally.Responsible to

Class Teacher / SEMH Lead / SENCO / Head of Department

Key ResponsibilitiesSupporting Pupils

• Provide one-to-one and small group support for pupils with identified SEMH needs.
• Support pupils in managing emotions, behaviour, and engagement in learning activities.
• Help pupils understand instructions, remain focused, and complete learning tasks.
• Promote positive behaviour, emotional regulation strategies, and pro-social interactions.
• Build trusting relationships that support pupils’ emotional wellbeing and sense of safety.
• Encourage independence, confidence, self-esteem, and resilience.

Supporting Teaching and Learning

• Work closely with the class teacher and SEMH lead to adapt learning approaches to meet individual emotional and behavioural needs.
• Reinforce learning objectives set by the teacher and SEMH/behaviour support plans.
• Use de-escalation strategies, trauma-informed approaches, and positive behaviour support techniques.
• Support the implementation of Individual Behaviour Plans (IBPs), Individual Education Plans (IEPs), or EHCP targets where appropriate.
• Help create a structured, predictable, and supportive learning environment.

Monitoring and Reporting

• Observe and record pupil behaviour, emotional responses, and engagement in learning.
• Provide feedback to teachers, SEMH lead, and SENCO on pupil progress and wellbeing concerns.
• Contribute to behaviour reviews, pastoral meetings, and multi-agency discussions where appropriate.

Supporting the School

• Maintain a safe, consistent, and emotionally supportive learning environment.
• Follow safeguarding, behaviour, health and safety, and confidentiality policies at all times.
• Work collaboratively with teachers, pastoral staff, therapists, and external agencies (e.g. CAMHS, social care where relevant).
• Support pupils during transitions, unstructured times (break/lunch), and school activities where needed.

Person SpecificationEssential

• Experience working with children or young people, particularly those with SEMH needs or challenging behaviour.
• A calm, patient, consistent, and empathetic approach.
• Strong communication and teamwork skills.
• Ability to remain resilient in emotionally demanding situations.
• Understanding of safeguarding and commitment to pupil wellbeing.

Desirable

• Relevant qualifications (e.g. Level 2 or 3 Teaching Assistant qualification).
• Knowledge of SEMH approaches such as trauma-informed practice, restorative approaches, or positive behaviour support.
• Experience working in a school or alternative provision setting.
• Understanding of attachment difficulties or adverse childhood experiences (ACEs).

Working Conditions

• Term-time only (with possible training days).
• Hours as agreed by the school.
• Role may involve managing challenging behaviour and supporting pupils during emotional dysregulation or crisis situations, using approved de-escalation strategies.