ABSTRACT
This chapter explores the implications of changing agendas in relation to the well-being and mental health of learners and the role of the Special Educational Needs Co-ordinator (SENCO) within these processes. The implementation of the Special Educational Needs and Disability Code of Practice: 0 to 25 years has led to a category change in terms of behaviour, emotional and social difficulties (BESD) becoming social, emotional and mental health (SEMH). The move to an area of need encompassing mental health has resulted in an expectation of stronger partnerships between educational settings and the children and adolescent mental health services (CAMHS). The development of secure relationships between professionals and learners is therefore a crucial aspect in the process around identification and support for SEMH. The co-ordination of a whole-school approach to SEMH begins with the development of collaborative relationships with a range of professionals.
