Are you looking for practical SEMH support in Early Years that helps young children feel safe, understood and ready to learn?

Social, emotional and mental health needs can affect how a child communicates, manages emotions, develops relationships and participates in nursery or Reception. Sometimes these needs appear through shouting, hitting, hiding, running, withdrawing, becoming distressed during transitions or finding it difficult to play alongside others.

These behaviours are not simply signs that a child is being difficult. They may show that a child does not yet have the emotional language, regulation skills or sense of safety needed to cope with what is happening.

In this episode of The Muddy Puddle Teacher® Podcast, Sarah speaks with nurture consultant and author Sonia Mainstone-Cotton about children’s social, emotional and mental health, the importance of nurturing relationships and the wellbeing of the adults supporting them.

When the episode was released in August 2021, Sonia was working within a specialist team in Bath supporting three- and four-year-old children with identified SEMH needs. She was also training staff nationally in children’s wellbeing and staff wellbeing and had written eight books at that point. Sonia’s professional profile now states that she has written eleven books.

The conversation lasts approximately 35 minutes and offers thoughtful, practical insight for Nursery practitioners, Reception teachers, teaching assistants, SENDCos, nurture staff and school leaders.

Embed the Sonia Mainstone-Cotton podcast episode here

What Does SEMH Mean in Early Years?

SEMH stands for social, emotional and mental health.

In Early Years settings, SEMH needs may affect how children form attachments, communicate feelings, respond to change, manage frustration, play with others and settle into routines.

A child may appear angry, anxious, controlling, impulsive, withdrawn, fearful or constantly active.

They may find it difficult to separate from a parent, wait for a turn, tolerate noise, accept an adult’s direction or move from one activity to another.

Some children communicate distress very visibly. Others become quiet, compliant or disconnected.

This is why practitioners need to look beyond the immediate behaviour.

Instead of asking only, “How can we stop this?”, it may be more helpful to ask, “What is this child communicating?” and “What are they finding difficult right now?”

Sonia’s published work focuses on giving Early Years practitioners practical guidance for understanding what SEMH needs can look like and recognising early signs. Her book Supporting Children with Social, Emotional and Mental Health Needs in the Early Years was published by Routledge in 2021 and offers practical strategies for Early Years settings.

Explore our Complete Guide to Outdoor Learning for SEND and Outdoor Learning Specialism: Behaviour and SEMH for further professional support.

Find more SEND support on the Muddy Puddle Teacher Channel:

Behaviour Is a Form of Communication

Young children do not always have the words to explain that they feel worried, overwhelmed, embarrassed, frightened or out of control.

Their behaviour may communicate the feeling before their language can.

Running away may communicate that the environment feels unsafe or unpredictable.

Pushing another child may communicate frustration, fear, sensory overload or difficulty entering play.

Refusing an activity may communicate uncertainty, anxiety about failure or a need for more preparation.

Hiding may communicate that the child needs less noise, fewer social demands or time to regulate.

Recognising behaviour as communication does not mean removing boundaries or accepting unsafe actions.

Children still need adults to keep everyone safe.

However, boundaries are more effective when they are combined with connection, co-regulation and curiosity.

The adult can stop an unsafe action while still helping the child understand what happened and what they can do next.

Read Outdoor Behaviour Strategies for Early Years and Primary Schools for practical guidance on creating calmer, more predictable learning experiences.

Why Nurturing Relationships Matter

Young children regulate through relationships before they can regulate independently.

They borrow calm from trusted adults.

A child who is overwhelmed may not be able to listen to a long explanation, answer questions or reflect on their choices immediately.

They may first need an adult who remains physically and emotionally present, speaks calmly and reduces the demands around them.

Nurture is not about allowing children to do whatever they want.

It involves creating safety through predictable routines, warm relationships, clear boundaries and adults who respond consistently.

Children begin to trust that their feelings can be managed and that adults will help them through difficult moments.

This trust creates the foundation for communication, play and learning.

Sonia’s own reflection on her nurture work describes progress through indicators such as children becoming more settled, beginning to play with others, developing emotional vocabulary, communicating with adults and spending more time successfully alongside their peers.

Find further support in our Outdoor Nurture and Wellbeing Resources.

What Is Co-Regulation?

Co-regulation happens when a calm and responsive adult helps a child manage feelings and behaviour that they cannot yet manage alone.

The adult may offer simple language, slow breathing, movement, a quieter space or reassuring physical proximity.

They might say:

“I can see this feels difficult.”

“You are safe. I am staying with you.”

“Your body needs a break.”

“We can try again when you are ready.”

Co-regulation should not become an interrogation.

A distressed child may not know why they are upset. Asking repeated questions can increase the pressure.

Adults can use fewer words, remain predictable and wait until the child is calm before discussing what happened.

Over time, repeated experiences of co-regulation help children recognise their own feelings and begin using strategies more independently.

Explore our Outdoor Learning Specialism: Self-Regulation and Co-Regulation for structured professional development.

How Can Outdoor Learning Support SEMH in Early Years?

Outdoor spaces can offer movement, sensory experiences, practical play and less pressured opportunities for communication.

Some children find it difficult to remain seated or cope with the noise, closeness and visual stimulation of an indoor environment.

Outside, they may have more room to move, carry, build, dig, push, pull and explore.

These physical experiences can help children organise their bodies and emotions.

Outdoor learning can also make conversation feel less intense. A child may be more willing to talk while walking, looking for insects, mixing mud or building alongside an adult than while sitting face-to-face at a table.

Sonia has written about using gentle outdoor experiences such as bug hunting to help children slow down, notice the world and discuss fear and emotions. She described one child being able to admit that spiders frightened him, opening an opportunity to explore what fear feels like and how the body communicates it.

However, the outdoors is not automatically calming for every child.

Wind, traffic, playground noise, unfamiliar boundaries and unpredictable sensory experiences may also create distress.

Good outdoor SEMH provision should therefore be familiar, predictable and adapted to the child.

Visit our SEND Outdoor Learning Resource Hub for inclusive activities and practical guidance.

Two Simple Outdoor SEMH Activities

A Slow Noticing Walk

Take a child or small group on a short, familiar walk around the school grounds.

Keep the route predictable and explain how long the activity will last.

Invite children to notice something moving, something still, something soft, something noisy or something that makes them curious.

There is no need to insist that children talk about their feelings.

The activity offers shared attention, movement and a gentle opportunity for communication.

A child might speak, point, use a symbol or simply walk beside the adult.

The aim is not to complete a nature checklist. It is to slow the pace and create a calm moment of connection.

Build a Regulation Basket

Work with children to create a small basket of outdoor resources that help them feel settled.

This might contain smooth stones, fabric, chalk, a favourite book, a visual feelings card, a small sensory toy, a paintbrush and a pot of water.

Children can explore which resources help them pause, move, focus or communicate.

Keep the basket in a consistent place and teach children how to use it before they become overwhelmed.

It should not be presented as a punishment or a place where children are sent away.

It is a supportive tool that helps children begin to understand what their bodies need.

Discover more teacher-created resources through our 60-Day Free Trial of Silver Membership.

Why Predictability Helps Children with SEMH Needs

Predictability reduces uncertainty.

For a child who already feels anxious or emotionally unsafe, not knowing what will happen next can make an ordinary transition feel overwhelming.

Adults can make outdoor learning more predictable by showing children where they are going, explaining what will happen, using pictures or objects, keeping routines consistent and making the ending clear.

A simple visual sequence might show:

Coat on, walk outside, choose an activity, tidy resources, return indoors.

Children may also benefit from seeing the equipment before the session begins.

A visual timer, familiar song or repeated phrase can signal that an activity is ending.

This does not mean every moment must be rigid.

Predictable structures often give children enough security to become more flexible over time.

What Can Early Years Practitioners Learn from Sonia Mainstone-Cotton?

Sonia’s work reminds educators that SEMH support is not a collection of quick behaviour-management techniques.

It begins with relationships, observation and a willingness to understand the child’s experience.

Practitioners need to notice what happens before a child becomes distressed, which environments are most difficult, which adults help them settle and what successful participation looks like for that individual child.

Progress may be gradual.

For one child, success may mean staying near a group for two minutes.

For another, it may mean asking for help instead of pushing.

For another, it may mean joining a familiar adult outdoors after previously refusing.

These changes matter.

Sonia has worked in Early Years for around three decades and describes her practice as centred on participation, nurture, wellbeing and helping adults listen carefully to young children.

Her wider publications cover children’s emotional health, listening to young children, transitions, creativity, staff wellbeing and SEMH.

Why Staff Wellbeing Matters

Adults cannot continually offer calm, patient and emotionally available support without considering their own wellbeing.

Supporting children with SEMH needs can be deeply rewarding, but it can also be emotionally demanding.

Practitioners may absorb distress, manage repeated incidents and feel responsible for helping children whose needs are complex.

Staff wellbeing needs more than occasional treats or a wellbeing poster.

Adults need supportive leadership, realistic workloads, reflective conversations and opportunities to ask for help.

Teams also need consistent approaches so one practitioner does not become the only person able to support a particular child.

In the podcast, Sonia discusses both children’s and staff wellbeing and describes wild swimming as part of the way she supports her own wellbeing. The original episode notes also recommend Brené Brown’s work and Burnout: The Secret to Unlocking the Stress Cycle by Emily and Amelia Nagoski.

The purpose is not to suggest that swimming or any single activity will solve professional stress.

The deeper message is that adults need to recognise their own stress responses and find meaningful, sustainable ways to recover.

Explore our Staff Wellbeing Through Outdoor Learning Guide for ideas that go beyond token gestures.

How Can Schools Support Early Years Staff?

Schools and settings can support practitioners by creating time for discussion, supervision and reflection.

Staff should be able to talk honestly about difficult situations without feeling judged.

Leaders can help by ensuring that behaviour procedures reflect children’s developmental and emotional needs.

Training should give all adults a shared understanding of regulation, attachment, communication and trauma-aware practice.

Clear plans are particularly important when several adults support the same child.

Everyone should understand helpful language, known triggers, successful strategies and what to do when the child becomes overwhelmed.

A whole-team approach creates greater security for the child and reduces pressure on individual staff.

Find out about our Outdoor Learning INSET and SEND Training for Schools.

Supporting Transitions for Children with SEMH Needs

Transitions can be difficult because they require children to stop one experience and begin another.

A child may be leaving an activity that feels safe, enjoyable or predictable and moving towards something uncertain.

Warnings such as “five minutes left” can help, but some children need more concrete support.

Use visual cues, familiar objects, repeated language and clear routines.

Give the child a meaningful role, such as carrying a resource or helping to check the outdoor area.

Avoid turning every transition into a rushed verbal command.

A child who appears to ignore instructions may need more processing time, fewer words or a trusted adult beside them.

Sonia has also written a practical guide focused on helping young children cope with changes including starting school, moving home, bereavement, family changes and everyday transitions.

Read our Supporting Children Through Outdoor Transitions guide for further practical strategies.

When Does a Child Need Additional SEMH Support?

Early Years practitioners are not expected to diagnose mental health conditions.

Their role is to observe, support, record concerns and work with families, SENDCos and other professionals.

Additional support may be needed when distress is persistent, significantly affects daily participation or places the child or others at risk.

Practitioners should follow their setting’s SEND, safeguarding and referral procedures.

Observations should describe what actually happens rather than using labels.

Record the context, possible triggers, what the child communicated, how adults responded and what helped them recover.

This information can help teams identify patterns and make better decisions about support.

The aim should always be to understand the child more fully, not to build a case against them.

Read Sonia Mainstone-Cotton’s Work

Sonia’s blog, Seeing the World Through the Eyes of Children, contains reflections on nurture, wellbeing, Early Years practice and supporting children with SEMH needs.

Her professional website includes information about her consultancy work, Early Years experience, SEMH support, training and publications.

Her book Supporting Children with Social, Emotional and Mental Health Needs in the Early Years: Practical Solutions and Strategies for Every Setting is designed to help Early Years staff understand SEMH and develop practical support.

Link to Sonia Mainstone-Cotton’s website

Link to Sonia’s Early Years SEMH book

Continue Your SEMH Professional Development

Supporting children with SEMH needs takes time, reflection and shared professional understanding.

The Muddy Puddle Teacher® offers resources and training to help educators use outdoor learning to support communication, regulation, nurture, behaviour and wellbeing.

Start with our Free Level 1 Outdoor Learning Course to understand the foundations of purposeful outdoor learning.

Use a 60-Day Free Trial of Silver Membership to explore teacher-created resources for Nursery, Early Years, KS1, KS2 and SEND.

Choose Gold Membership for flexible online professional-development courses.

Choose Ultimate Membership to access our complete training collection and accredited outdoor learning pathway.

You can also subscribe to the Free Muddy Puddle Teacher® Magazine for practical ideas, professional reflection and outdoor learning guidance delivered throughout the year.

SEMH Support in Early Years FAQs

What does SEMH mean in Early Years?

SEMH means social, emotional and mental health. In Early Years, these needs may affect a child’s relationships, communication, behaviour, emotional regulation, play and ability to participate in everyday routines.

What are signs of SEMH needs in young children?

Possible signs include persistent anxiety, withdrawal, aggression, difficulty separating from carers, frequent emotional overwhelm, problems playing with others or difficulty coping with change. These signs can have many causes, so practitioners should observe carefully and avoid making assumptions.

How can outdoor learning help children with SEMH needs?

Outdoor learning can provide movement, sensory experiences, additional space, practical play and gentle opportunities for communication. It works best when routines are predictable and activities are adapted to the individual child.

What is the difference between regulation and co-regulation?

Regulation is the ability to manage emotions, energy and behaviour. Co-regulation happens when a calm, trusted adult helps a child manage feelings that they cannot yet manage independently.

Is a calm corner suitable for children with SEMH needs?

A calm area can be helpful when it is welcoming, voluntary and taught as a regulation tool. It should not be used as an isolation space or punishment.

Do Early Years practitioners need specialist SEMH training?

Practitioners do not need to become therapists, but professional development can help them understand behaviour, regulation, communication and nurture. Staff should work within their role and follow their setting’s SEND and safeguarding procedures.

Author

Written by Sarah Seaman BSc, PGCE, MA

Founder of The Muddy Puddle Teacher®, experienced teacher, Bloomsbury author, educational consultant and trainer supporting educators to develop practical, inclusive and sustainable outdoor learning.