More children are entering school with complex emotional needs, shaped by factors such as trauma, anxiety, social pressures and disrupted development. This session unpacks how SEMH needs emerge, what they look like in the classroom, and how schools can respond with confidence, compassion and structure. Through exploring developmental theory, emotional literacy and whole-school systems, participants will gain clarity on how to create provision that is both preventative and responsive, ensuring children with SEMH needs can access learning, build skills and experience success.