ABSTRACT
This Section suggests guidance on two distinct groups within the scope of social, emotional and mental health (SEMH). First, there is presentation of children with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), and then of children with undiagnosed, high incidence SEMH. It can be particularly helpful, therefore, when considering SEMH issues, to emphasise the spectrum of needs, ranging from mild and/or temporary, through to severe and/or long-term. Some identified with SEMH needs may have medically diagnosed disorders such as ADHD. Many children demonstrate some ADHD traits without formal diagnosis but, whether diagnosed or not, the same activities and supportive strategies can prove helpful. Schools, under pressure to hit targets, exemplified by relentless rounds of testing and assessment, may inadvertently pass the feeling of pressure on to children. Children can sometimes find unrealistic expectations of their performance stressful; such expectations might be held by school and/or home.
