Social, Emotional Mental Health (SEMH)

Advice for professionals working with SEND aged 11 to 14

This SEND 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

Young person struggles to understand online technologies, how images can be manipulated, or information stored
May present with, low self-efficacy, self-esteem, may be secretive, self-isolated, change appearance, anxiety, verbal aggression/defiance, be absent from school/home
Issues from possible physical abuse/neglect may lead to increased viewing of sexual content, obsession with mobiles technology and secretive with it
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may be vulnerable to manipulation and engage in harmful actions in order to appease and please others
CYP may be easily coerced and threatened by believing the online presence able to physically contact them

Possible responses

Role-play scenarios
Life stories, where appropriate
Learning about sexting and predators
Sessions on self-esteem
Learning about online behaviours
Parental/carer advice and workshops
Activities to develop CYP’s sense of self-worth and the capacity to report any encouragement to self-harm
Activities to develop reassurance around reporting threats
Highly skilled counselling services to support CYP through these episodes

Resources

SWGfL – So You Got Naked Online
Safer Internet Day 2020 resources

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 with low self-efficacy or self-esteem more likely to develop inappropriate relationships online
CYP suffering from depression or obsession more likely to have a need to be loved leading to vulnerability to trolling, harassment or stalking.
There may be; a change of appearance, absence from school/home, obsession with mobile technology, a desire to hide technology, hidden inappropriate relationships
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may be used as ‘couriers’ sharing material amongst peers without realising its content could be harmful or hurtful
CYP may be mocked by former friends for enjoying immature content
CYP are extremely vulnerable to being coerced into extremism, criminal activity, sexually abusive relationships and gang cultures due to a strong desire to belong to a group

Possible responses

Learning about online behaviours, online relationships
Sessions exploring true friendship, desire for romantic relationship, provocative online content
Explain key terminology
Support parents/carers to understand nudes and parental controls
Build peer groups of CYP with similar tastes and buddy systems with peers who value the tastes of other CYP
Provide opportunities for CYP to be a part of positive and enhancing social groups

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources
ThinkUKnow – Nude selfies, parents advice
SWGfL – So You Got Naked Online

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 of appropriate behaviour, be vulnerable to ‘judgements’ online, have low self-esteem, depression or self-harm
More likely to receive abuse, aggression or be coerced
Impulsive, attention-seeking behaviour can give rise to hits, or likes by posting shock, or inappropriate content
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma.
CYP may be too open in sharing information about themselves, their families, their location
CYP may be attracted to engaging personalities with strong online reputations
CYP may not understand some of the language being used by peers online as it is specific to the online world and social media
Young people may promote negative viewpoints about themselves online to reinforce their own feelings of low self-esteem

Possible responses

Anger management sessions, using RAMP methods as necessary
Art therapy and/or behaviour therapy linked to performance in lessons. CBT counselling
Activities focused on ‘Private Things and Not Private Things’
CYP to be encouraged to share their ideas about who they admire and why
Buddy system to help CYP understand the language used
Focused activities aimed at developing CYP’s sense of self-worth

Resources

NICE Self-harm Pathways
Example RAMP from Attachment Friendly Schools
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; withdrawal, non-expression, depression, phobic anxiety, paranoia, self-harm, suicidal thoughts, psychosomatic symptoms such as; headaches, abdominal pain, sleep deprivation
Truancy and avoidance techniques, may lead the CYP unable to describe/comprehend the behaviour
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma.
May be unable to distinguish between banter and teasing, reacting either extremely sensitively or not at all
CYP may be coerced into bullying others online on behalf of peers in order to win social favour
CYP’s desire to become independent in the online world may prevent them reporting bullying
CYP may falsely report online bullying in order to gain attention for other underlying fears and anxieties

Possible responses

Anger management counselling
Self-soothe techniques
Positive self-image
ELSA support intervention
Therapeutic sessions
Parent/carer support
Focused lessons on reporting anything which makes the young person feel sad, uncomfortable or frightened
Focused activities developing young person’s resilience to being manipulated by others
Focused activities on how to seek and secure appropriate help and support
Encourage and empower young person to identify and report their anxieties emphasising how important it is to accurately identify these issues

Resources

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

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

Low levels of self-esteem and resilience cloud ability to discriminate between true and false information (fake news)
Impulsivity can affect internet searches
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may not realise that they are being influenced and targeted
CYP may not understand how cookies can be used to target sales
CYP can be easily misled driven by a powerful desire to trust due to previous experiences of having been let down. This may lead CYP to believe all online information

Possible responses

Learning about online behaviours
Show CYP how cookies affect searches
Focused activities on developing critical faculties of CYP and enabling them to discern between facts and opinions

Resources

Childnet Star resource
NSPCC – Making sense of relationships
Lego Therapy resource on Twinkl

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, hyperactivity, 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 with self-harming behaviours may be more vulnerable to content related to suicide/self-harm/eating disorders
CYP with adolescent onset of neurological conditions such as epilepsy may be adversely affected by prolonged time in front of a screen which may not be easily detected
CYP may not be able to critically evaluate online lifestyle advice that is unbiased and not sales driven
CYP may be attracted online to extreme lifestyle choices in order to assert themselves and gain kudos

Possible responses

Learning about online behaviours
Monitor closely time spent using a range of devices. Focus activities on enabling CYP to identify and report symptoms
Activities focus on strategies used in advertising
Activities focused on identifying characteristics of harmful content
Focused activities on moderated approaches and healthy living

Resources

Childnet Star resource
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, hyperactivity, impulsivity make it difficult to use a strong password, use location devices safely and use anti-virus software
Low self-esteem, poor attachment, fear, trauma can make it difficult to trust key adults and whistle blow on unsafe practice
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Low self-esteem, anxiety, poor self-efficacy lead to vulnerability using webcams and sharing of data
CYP may not understand that devices store and share information
CYP may indiscriminately browse the internet thereby downloading malware
CYP may seek out stored information in order to connect with previous unhealthy relationships

Possible responses

Learning about privacy and security
Guidance about mental health, wellbeing and self-harm
Focused activities informing CYP about legacy on devices
Review settings and set limitations

Resources

DfE – Teaching online safety in schools

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
Vulnerable to illegal/legal downloading of online content
CYP may be used to obtain and / or share content illegally for others or to gain favour with their peers

Possible responses

Key trusted adult to ensure:- who can see CYP’s information and advise
Provide CYP with clear rules and actions to take if they are coerced into obtaining content or mistakenly obtain content illegally

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 7 to 11

Advice by age 14 to 18

Making the internet safer and more inclusive

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