A year into my SEMH journey...

Good evening everyone, just a quick for tonight, as this will be the only time I will get to make an appearance on here this week. This was also a post I was meant to do for this Tuesday, but I had non-work related demands to do throughout that day.

As of this Tuesday (25th of November), it officially marks 1 year that I've been on an SEMH journey! And what a challenging, but fascinating journey it has been for the past 12 months too, as before that, I have had absolutely no idea that the acronym SEMH exists, let alone what SEMH consists of as well within young people I work with during my past year of working in education as well. (I will get round to doing another post about my 1 year journey working in education too, don't you worry!😉)

As a reminder for those of you who are new to my blog, and do not know what SEMH stands for, it stands for social, emotional, mental health. This is a term to describe a young person who experiences difficulties with functioning in social settings due to mental health complications. Along with this, young people with SEMH display challenging behaviours due to some trauma that they have experienced in their early stages of life.

As some of you will already know, as well as for those who are, again. new to my blog, I have spent a good 6 months working at a SEMH school in Surrey, where they cater for SEMH pupils. I started there on the 25/11 of last year - the 23/05 of this year through an education agency. Although my SEMH journey continued from that point on too by working in similar SEMH settings.

During those 6 months, I have learned a hell of a lot about how SEMH impacts a young person's functioning, interactions & how they vision the world. Even though the trauma that comes with SEMH is not something I'd wish on anybody, I am more amazingly baffled of how the creative & determined side of SEMH plays a hugely positive part on an SEMH young person's overall development.

This is due to the fact that SEMH can form a link of best friends to co-occur with it, such as ASD or ADHD.

As I've seen for myself whilst working at Grafham Grange for 6 months, I have come across some very knowledgeable young pupils when it came to having a conversation with them about their hobbies/interests/aspirations. They will go to great lengths to know the ins & outs of something, and they take wonderful pride in sharing that knowledge with us too!

This was also the same case from when I had spend 3 days working at Leith Hill School, as I've had the pleasure of getting to know the pupils there by having conversations with them about things that interest them, as well as seeing them interact with one another who all have the same primary educational need.

In a nutshell, I feel very privileged to obtain all of this in-dept knowledge of SEMH, including getting to work in schools consisting of SEMH pupils. 

Long may it continue.

The pros & cons of being an agency LSA

Hello everyone! Hope you're all doing well. Since I've been an agency LSA for a year now, I thought about doing a post based on everything I have learned about being an agency LSA, as well as talk about the pros & cons of the job.

To be more precise, I first began applying for agency LSA roles on the 3rd of November of last year, and got officially employed into my 1st one on the 8th of November (5 days later). For most part, I'd happily say that I'm enjoying it, as the role itself is genially rewarding by helping young people thrive in education. However, the job itself can be extremely demanding due to the lack of expectations that some school staff won't tell you about before you go into the school('s) to do your job. 

Without further ado, here are the pros & cons of being an agency LSA...

  Pros:

• Meeting new people everyday - One of the things I really love about my job as an agency LSA, is that I get to meet different pupils, and learn many things about them. I never know, I may even learn something from one of them or more!...

• Getting to know how each school's curriculum works - I enjoy absorbing the knowledge of how each I school I've been into is ran, as this will be useful for me to pass onto anyone who wants to know if those school settings should be recommended to their children or children they know. Moreover, different schools have different vibes!

• Seeing familiar faces - Some of the schools I have worked in, I have seen some young people that I know of from Challengers (my Saturday & holiday job). Again, I enjoy absorbing the knowledge of that some young people from most of the Challengers schemes I have worked at attend these school settings. 

Cons:

• Not getting enough time to know the pupils well - Most of the schools I have worked in (with the exception of Grafham Grange) have only been for 1 day here, a few days there & another few days somewhere else. On an honest level, I really love getting to know the pupils I work with well, as this helps me to build a good, positive & trusting relationship with them by understanding how their mind works. Especially when they eventually gain enough trust in me to be their listening ear if they need/want to offload their thoughts.

• Low expectations from teachers - The one thing that really frustrates me the most about being an agency LSA, is that the teachers in the classes I get put into do not explain to me how best to be proactive in the class or how best to engage with each pupil. All this does is not only set me up to fail if I'm doing one or more days of trail shifts, but feel like I'm only present in the class as a "spare part".

• Little - no support from agencies - Another thing that really frustrates me about this line of work, is that some agencies (and I've registered onto about 10 different ones during October) will be very dismissive of your needs/requests. In the case of some agencies I'm with, I say to them that I specifically do not want to be placed into a school where I have to work with screaming non-verbal children, as I do not have much experience of working with them, but they'll still do it anyway when they call me up asking if I am available to work on the day they call me, all simply because for the purpose of the school giving THEM wages when these agencies fill school classes up with agency LSA's to fill in the holes, as well as keep the schools running as normal.

That pretty much wraps up this post. Hope you all find these pros & cons useful just in case you work in this industry to, or even thinking about it. 

I shall be back soon with another post!

*I began this post on the 18/11, but didn't finish it until the 19/11*

The lighter side of SEMH

Hello everyone! Hope your week is getting off to a great start, as well as the first 6 days of October.

From the 1st - 3rd of October, I had the privilege to work 3 days at an independent SEMH school in Dorking. Although I didn't get offered a contract to work at the school, I enjoyed spending time with the pupils, as well as get to learn about how their SEMH needs impact their learning. 

This was where I got to see a more lighter side of SEMH, compared to the other SEMH school I worked at for 6 months.

My main inspiration for doing this post, was how blown away I was by seeing a completely different side of SEMH, as appose to the stereotypical disruptive behaviour, swearing & frequent deregulations.

The different side of SEMH included loads of politeness, wanting to engage in lessons & thriving on consistent routine.

Yes, I have seen very few deregulations whilst I was working there, but those deregulations will always be a part of SEMH kids, as this is their natural response to them being or finding something that is overwhelming them, and need to let out some energy to regulate themselves again. For example, taking a movement break.

I know I have mentioned this in a few previous SEMH posts whilst I was working at Grafham Grange, as I am continually putting this message out there for everyone reading to acknowledge (I suppose you can call me an SEMH activist at this stage).

As this is also an 'independent' school setting, the staff highly or fully expect all of their students to follow the structure & routine without needing any assistance. That being said, a majority of the pupils are capable of doing work on their own.

So, the morale of this post, is to understand that no SEMH person presents with the same behaviour. Especially in different school settings.

How going out travelling gives me a sense of freedom (A personal post)

Hello everyone! Just a random "off the top of my head" kind of post today. 

As the above title states, I want to share something more different, and it's also on a wee bit of a personal level too. Especially when I have to do this on an almost daily basis. 

For what I do in my line of work, I am required to travel to various place across the country. Even on days where I am not traveling, or traveling to anywhere for work related things, I still find the time to go out traveling to places I haven't been to before yet, or just want to revisit somewhere mainly for nostalgia purposes. That being said, I have just come to realise that doing all of this makes me feel lucky to work in such a competitive & growing industry, where I have the privilege to travel to so many different places, which make me feel alive & free.

I'll get on to explaining that...

*The above picture is the view of Leeds, which was taken from the balcony of the room I had my IOPC Youth Panel Conference in*

Even from a very young age, I was constantly moving around different places, I have lived in a total of 6 different places, and went to a school & college that was not located in any of the 6 places I had resided in. Every other weekend, when I was with my dad, we'd always go out somewhere by train or by car.

I remember this where my love for travelling manifested from.

Fast forward to now, where I have a Saturday job that's in a another county, and I travel to different places across the country for industry related meetings or conferences.

On a more personal note, I enjoy nothing more than having the freedom to go out and have a wander, as this helps my mind to adjust into a positive mental state by clearing all of the negative thoughts that are trapped inside it. Especially going on long walks or train journeys that take up the whole day!😂

Sometimes, there have been times where I didn't think I would have the confidence to be able to travel long distances by myself, as I always carry a small fear of: "What's going to happen?" But then I have learned that the more I do these kinds of things, the more confidence I will gain when travelling long distances. Especially that it really helps me to feel more independent as a person.

*I began this post on the 24/9, but didn't finish it until the 25/9*

How a being a youth worker can create heartwarming moments with people

Hello everyone! Hope you're all having a great week so far, whatever you're doing.

Since I have a day to myself, I thought I'd share something that had happened whilst I was helping out at the Challengers Orange Aid event on Saturday. 

On Saturday, (13th of September) I had the privilege to be asked to help out at the 2nd time running annual Challengers' Orange Aid event. 

Me & my friend/colleague were in charge of manning the lego tent for the day, and I'm sure we had at least 10 kids come in to have a good build with them, as well as make one big scattered pile of different assorted legos.😂

That aside, we saw loads of other families thoroughly enjoying themselves too. Which was so lovely to see! Especially how they have such a good relationship with us as a service, and they know how well we support them whenever they need it.

I was sitting out by the lego tent for most of the day, and at one point, there was a boy who I recognised that went to the SEMH school I used to work at for 6 months (Grafham Grange). When he, and the mother were sitting close by our tent, the mother came over to me, and said that the boy recognises me from his school. He remembers my name as well. We both had a friendly chat for a few minutes, then when the mother & boy walked away, the boy said to me in a nice tone & manner: "Have a lovely day, and see you later".

This warmed my heart knowing that kids like him are perfectly capable of showing a kind personality when they are in a community friendly event. Especially when they remember you from their school setting. Fun fact: I had actually worked with this boy in IL before at my old school I used to work at, and I could hardly believe the difference in him when I saw him away from the school. This is purely all down to friendly interaction I had with him there.

Another time, there was another mother & son who approached me, and the son used to attend the previous Challengers scheme I worked at before it got shut down due to financial issues. The mother had a friendly conversation with me to begin with, by talking about how well her son is doing now since he aged out of Challengers 3 months ago.

She then kneeled by me to talk about some personal issues he'd been having over the past year (Won't go into any detail). The last few things she said was how much she appreciates as youth workers being there for the young people, like her son, as we make them feel accepted for who they are for what they are as individuals. She also added how she wants nothing else in the world other than her son to feel safe for who he is.

These are the pure reasons why I still carry on doing what I do as a youth worker, as I get to work closely with different young people by helping them be more confident with interacting with adults, as well as help them to have more confidence in themselves as they get older. The best part is when you know they know it too.🧡

How spending so much time out of an education setting can have a devastating impact on a young person

Hello everyone! How are we in September already?! I feel like this year is coming & going too fast.

Anyway, I have began a new job on Monday (1st of September) in a nearby college, and as the above title states, I want to share something very important that I have seen for myself whilst I was working there. This is all in the hope that other people reading this will find this post as insightful as it was for me having to witness it. Plus, this will give me something to do whilst I'm off work ill today as well.

On my 1st day working at a nearby college, I was working in a class where there was a boy who would not come into class, and had spent the whole day standing outside. This was all because he had been out of education for a WHOLE year. With that said, just spending 1 whole day in an education setting was enough for him to be overwhelmed, as he has unfortunately been so used to not being in one for this long. 

Now, you'll be asking yourself: "Why was this boy out of education for an entire year?" The answer was (according to my colleague) the school was having problems with him, so they couldn't cope with him anymore. This, in my eyes, is nothing other than totally unacceptable for any young person. Let alone for anyone who has special educational needs, like this boy does.

There is proven evidence that being out of any educational setting for a prolonged period of time can have a really devastating impact on young people, as they fills their head with so much uncertainty, and not having any learning in an actual learning environment makes young people feel anxious, because they will be behind everyone else, regardless whether they are neurotypical & non-neurotypical people.

Although it is valid there are loads of educational settings that are struggling to accommodate SEN kids due to a sky high new cases for ASD, ADHD or any other condition, it is NOT valid for young people with SEN to be out of education just because the education system cannot find a way to cater for their needs. This is why so many SEN kids are falling behand in life due to a lack of education. I know things are getting done to improve the statistics, but this simply cannot continue for the foreseeable...

Luckily, Challengers (the part-time organisation I work for) have 2 specialist settings in Guildford & Farnham that run during the weekday where they support people from the ages of 2 - 18 who are currently out of education. Although they are not education settings in any shape or form, they do, however, provide these young people with activities that will become really beneficial for their social & emotional development. They know what it's like when a young person with SEN feels insecure by having their education placement broken down, as well as knowing the ripple effects it has on their families.

To gain a more visualised insight, I have attached a video:

How the power of play is so impactful on young people

Hello everyone! Hope you've all had a good August, I know I have!

I say that, as I was working during the weekday for 3 weeks from the 28th of July - the 19th of August. Not to mention that I got to enjoy myself doing other things over the weekends in between as well. I even had a an enjoyable holiday from the 20th and only got back home yesterday (the 28th).

Since I have downtime for most of today, I thought I'd do a post on here which is inspired by the Challengers' Impact Report of 2025. Especially how my life involves that place at the moment. It will mainly consist of how play is so vitally important to help young people with various disabilities navigate the world.

One of the core values at Challengers, is to NEVER exclude anyone regardless of how complex their needs are. This is done to ensure that they all fit, as well as interact with every other young person on scheme who all have similar needs to them.

Now, let's talk about inclusivity... What do we do at Challengers to ensure every young person feels included on scheme? The answer couldn't be much simpler, we provide a range of activities which are all accessible to suite every young person's need. Even if the activities are not accessible to some young people at first, we will always make every effort to make them accessible to those young people.

This also leads me to the next rhetorical question... How do all of the staff at Challengers let the young people have fun playing on scheme? We (as staff members) undergo regular safeguarding, first aid & crisis drills training to ensure every young person who comes on scheme is in safe hands & well looked after. To this extent, we get visits from Ofsted to check we meet the safeguarding needs that Challengers provides to young people.

And the big rhetorical question... Why are both of these things blended together so vitally important for young people to play on scheme? This is because we are dedicated to bringing laughter & smiles out of these young people despite the challenging behaviour that they present us with. Although in all of the schemes I've worked in, it's some more than others. Allowing challenging young people to play really helps them to become more happier, and they can demonstrate that (verbally or not) by interacting with us, as they rarely get so much of that much needed intensive interaction elsewhere. Some young people are even aware of how well we look after their medical needs, as we will always welcome them with warm arms into our schemes where no other place would due to how complex their medical or behaviour needs are.

To see the evidence for yourselves, I have attached the Impact Report of 2025: https://disability-challengers.org/wp-content/uploads/2025/06/Challengers-Impact-Report-2024-25.pdf

*I began this post on the 29/8, but didn't finish it until the 30/8*

Always look back on how far you've come

Hello everyone! Just a quick one for today, as once again, worklife is taking over me at the moment. Well, as of this Monday. And I had a busy rest of July doing other non-work related things as well.

On the 16/7, I went for a walk from Weybridge - Walton-On-Thames via the Thames Path after a busy afternoon of doing "non-work related things". It was also just over a year ago since I have walked on that very same path, as I used to go to college in the area, and I used to like walking along that path alongside the Thames during long breaktimes or if I've finished early for the day.

It was also a coincidence that I wasn't feeling in the best of moods throughout most of that day by constantly worrying about things like finance & what will happen for me in the future.

However, whilst I was halfway along the pathway between Weybridge & Walton-On-Thames, I stopped very briefly, turned round, and that's when a truthful thought entered my mind. It just kept telling me: "Since I was last in this area, I've done & accomplished so much."

That thought was indeed nothing but true, as during the past year, I have: 

• Worked alongside the Surrey PCC & her Deputy on crime issues in Surrey with other SYC members

• Attended/ran the SYC conference with other SYC members in Woking to showcase all of our hard work we've done with tackling crime in Surrey, as well as gathering views from young people across Surrey to help shape our key findings as evidence

• Joined the IOPC Youth Panel, and began working with members all across the country to gather views of young people on their experiences of the police, criminal justice system & the police complaints system

• Did my own fitness challenge throughout July of last year to raise some money for Mind

• Attended 2 Surrey Police Training Workshops in Ewell with some IOPC members, where we provided the police better strategies when it came to dealing with young & vulnerable members of the public 

• Jumped out of a plane from a staggering height of 13,000ft to raise vital funds for Challengers (I was even joined by the CEO & her wife too!)

• Registered with an agency, where I worked as an LSA in a SEMH school from November - May, and gained a better understanding of how SEMH affects pupils. Not to mention the emotional & inspirational journey I had been on in those 6 months as well with the school, as it went from a instructured & failing environment to a safe & thriving place to learn. (More blog posts to come relating to this...)

• Attended/ran the IOPC Youth Panel Conference up in Leeds, where we showcased all of our work on how we are making the police complaints system better for people to access, as well as how we are working with police forces across the country to form better working relationships with communities, young & vulnerable people

• Just for fun, I travelled to every major place in Kent that I haven't been to yet within just 1 week

• Went up to Parliament with a few members of the Surrey Youth Commission & the Hertfordshire Youth Commission, where we were joined by the Deputy PCC to have a round table discussion with some MP's about how vulnerable young people must be prioritzed by the government

That's definitely quite a few accomplishments I will be forever proud of! It made me feel a whole lot better about myself too by looking back at how far I've come to where I'm at now.

The morale of the story is: "Always look back on how far you've come, as it will help you to appreciate your accomplishments in the present moment."

If you've made it this far into the post, then thank you so much for taking the time to read through this, and I'll hopefully be back soon!

*I began this post on the 31/7, but didn't finish it until the 2/8*

Tips on how to form a good working relationship with SEMH students

Hello everyone! Hope you're all doing good.

As the above title states, I thought I'd share some useful tips on how to form a good working relationship with SEMH students. This is especially handy for anyone who is looking into going into this industry. Not to mention that the benefits that come out of this feel immensely rewarding too!

However, I must warn you that the process of forming a good relationship with SEMH students can come with a fair share of emotional obstacles along the way... As I have experienced...

DO:

• Be polite by saying "morning" to them - Even if you see the students walking around who you barely know, it's always good to greet them warmly first thing in school. Especially how it can really secretly brighten up their mood, as they may not be warmly spoken to in that manner at home.

• Try to start a friendly conversation with them - Again, if you come across a student you barely interact with, at least pluck up the courage to begin a friendly conversation with them, such as: "How are you doing today X?" Although a majority of the students (especially the ones I didn't interact with much) will tell you to go away at times, at least they will eventually see in time that you are trying to make an effort to get to know them a bit more.

• Be firm with boundaries & behaviour - I know this will be nerve-racking, but you need to be very consistent with verbally telling students about the inappropriate behaviour they are displaying, as well as to firmly inform them of the consequences should they choose to continue with their inappropriate behaviour. Believe me, they will be thanking you inside their heads later, as SEMH kids crave on a sense of security.

DON'T:

• Keep on changing their routine during their school day - If there is 1 thing that SEMH kids HATE the most, it's definitely change. Every structured routine in their school day must be kept the same where possible, as sudden last second changes can REALLY cause SEMH kids to have some serious dysregulations! Trust me, witnessing a SEMH pupil dysregulated is not the prettiest thing to experience.

• Expect or make them do paperwork for the whole lesson - I know this may sound weird to some people, as you'd typically expect any pupil to get on with doing paperwork for an entire lesson, but with SEMH pupils, that is a different story, and this can cause them to feel tired & overwhelmed, as being in a classroom for too long can stress them out due to carrying an excessive amount of energy then other kids from non SEMH school settings. 

• Make them feel ashamed of their needs - Just because your purpose is to discipline SEMH pupils when they display inappropriate behaviour, doesn't give you the excuse to blame their needs for who they are as a person. The only thing this will do, is cause SEMH kids to have their confidence crushed, as they cannot change who they are inside.

I hope these tips will come into use for anyone who is looking into working in a SEMH environment. Especially having first-hand experience & knowledge. 

*I began this post on the 7/7, but didn't finish it until the 14/7*

How having an interest makes you more confident

Hello everyone! Hope you're all having a good day so far.

I've also just realised as I'm typing this post... We're at the halfway point of 2025 already! It's just flown by so quick!😱

Anyway, I've decided to make this blogpost based on something else that I have experienced during my time working at the SEMH school. Every single kid at that school had at least 1 or 2 special interests that made them more confident at being who they are, and how they are not afraid to show that confident & bright side of their personality to others.

Obviously, I will not be naming any names of the pupils that I have witnessed tell or showcased their special interests to me to protect their identity, but the least I can do is be specific about going into their special interests in detail on here.

There was a boy in my Y11 class, who was very fascinated into art. There was even a large, suitcase size art portfolio where all of his artwork is stashed. Every piece of artwork was inspired by the artists that he had learned about. I've seen for myself how more confident he becomes in himself, as he appreciates how much I say how his artwork is very inspirational, and how it gives him a sense of pride; To make him want to do so well in life.

There was another boy in my Y11 class, who has very in-dept knowledge of theme parks & rollercoasters. He can tell me every single fact & trivia about any rollercoaster from across the world! Again, the more I let him share his wide knowledge of theme parks & rollercoasters, the more confident he feels interacting in class, as this gives him a sense of pride.

In some cases, these interests CAN lead to you gaining a job/career in those industries, because there is a certain saying that goes along the lines of: "Choose a job you love, then you'll never have to work a day in your life." Meaning, you thrive so much with doing something you're wholeheartedly interested in, that it takes away the worry of having to apply to any job just for the sake of HAVING to work somewhere, or to show everyone you do actually work to people please them.

I hope this post was helpful to anyone who can relate as well. 

I do plan on making more blog posts next month, as I'll have some days free where I've got nothing else "out of work related" planned.

How having structure & consistency benefits SEMH pupils

Hello everyone! Hope you've all been doing okay.

Since my my last post on here, I've been keeping busy with my weekday job in an SEMH school. However, as of the 23rd of May, I no longer work at the school due to no longer being needed for the final term. (I was working in the Y11's class, but they are on study leave now, and will be leaving for good in 2 weeks time) And since I'm now currently off work until my agency calls me in to somewhere else, I've got some time to be productive on here.

As the above title states, I want to talk about structure & consistency benefitting SEMH pupils.

There are 2 reasons for this post: Firstly, there has been some major changes to the school. Secondly, I've seen the positive impact those changes have had on the pupils & their behaviour.

When the school opened up after the Christmas break (8th of January), it had marked the start of long & difficult journey. That journey was to simply make the school into a better learning environment & as well as a safe environment for the pupils.

There were 4 minor changes that took place: New uniform, English & Maths lessons every morning & addressing the staff as "sir" or "ms". We even introduced something called "isolation" (IL for short) which is where pupils will spend half a day or a full day in a separate room to do their work. The intention of this is to help the pupils reflect on their behaviour. I'm delighted to say that it was a success! Or at least for most part.

On the 25th of February, there were 2 more changes to the school curriculum, and they were both major ones... A FULL timetable of lessons & the new warning system. The intention of the warning system is to reduce the pupils' behaviour, and is also made up of 3 warnings. If a pupil gets a warning 3, they go to the inclusion hub, and they have to do a 10min detention. Failing that, then it's an IL the following day for the morning. If not, then it's an IL the WHOLE day. Failing THAT, then it leads to a suspension.

During the 5 months that I've been a part of the new changes journey, I've seen how much more settled & calmer the pupils have been! As a result, there has been a reduced number of behavioural incidents, This is why having the consistent structure & routine really helps SEMH pupils to feel more secure in a learning environment, as they know that we care about their education, as well as their mental wellbeing.

Time travelling back to the 25th of November (when I had first started working at the school), I honestly couldn't believe how dysfunctional it was back then, where there were hardly any lessons going on, no timetable structure & there were behaviour incidents happening every single day. Sometimes even a few times a day. It was just insane. I couldn't even imagine how unsettled those pupils must have been feeling back then without the consistent structure & routine. They were scared, anxious & dysregulated (a cliché from that school). Ofsted even gave the school an "inadequate" rating, due to poor leadership & management.

To this day, yes, there will still be some pupil dysregulations, but that doesn't put a small dent on all of the positive progress the school have been making. If anything, the school is only getting better every single day! I'm also optimistic enough that Ofsted will give them a much better rating.

As a youth worker, it really makes me heart warmed to see vulnerable young people thrive in life. Especially those with a complicated background.