Social, Emotional Mental Health (SEMH)

Advice for professionals working with SEND aged 14 to 18

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.

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)

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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

Unable to fully comprehend the impact social media can have, identify healthy online role models, fully understand different identities online
Depression, low self-esteem and/or low self-efficacy
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Changing name and hiding identities
Changing passcodes, hiding devices. Unable to offer appropriate support to others online, often feeding a problem rather than closing it down
CYP are likely to want to develop an online presence like their siblings and peers. However, these CYP may not have sufficient awareness to properly safeguard themselves from a broad range of harms
CYP may not understand that online images are often enhanced and altered and therefore develop unrealistic expectations of their own image
CYP will be vulnerable to financial abuse
CYP may be coerced into actions and activities as a ‘laughing stock’ thereby damaging their dignity and self-worth
CYP may be lured into extremist groups in order to develop a sense of belonging
CYP may be drawn into committing criminal acts without realising that they are offending
CYP may be ‘dared’ into harmful and unsafe actions in order to prove themselves
CYP may engage in offensive and unpleasant behaviour without appreciating the permanence of these actions and the reputational damage which arises from this
CYP may not be able to access routes to employment which have a complex online recruitment process
CYP may be drawn towards harmful content that endorses pre-existing feelings of low self-esteem. This content may encourage self-harm, criminal activity, sexual abuse and gang-related activity
The persistent normalisation of abuse throughout a CYP’s life may cause them to seek the ‘familiar’ and continue engagement in abusive content either as victim or as perpetrator

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
Mentor-buddy system with trusted, screened peers to act as responsible guides
Activities to enable young people to understand images could be enhanced and altered
Incorporate online safety into financial management lessons
Develop PSHE lessons focusing on self-worth and understanding how others perceive you
Activities focused on extremism combined with close vigilance and clarity on reporting processes
PSHE lessons to include a focus on online bias
Activities focused on online application processes and work with local employers to reduce barriers to application and recruitment
Highly skilled counselling services which develop CYP’s sense of self-worth

Resources

SWGfL – So You Got Naked Online
Safer Internet Day 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 may struggle to understand the impact of technology, healthy and unhealthy relationships and when technology use becomes coercive or controlling
Depression and low self-esteem may lead to desire to please, leading to manipulation online
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may develop new identities, or manipulate technology to hide behaviours
CYP will be deceived into believing that they are in loving, romantic relationships online and be vulnerable to sexual exploitation
CYP may misinterpret peers being friendly online with peers being attracted to them
CYP may have a distorted perception of relationships and have difficulty forming positive relationships with others

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
Focused work on what loving and romantic relationships are really like and what characteristics are typically found in loving relationships – link to relationship and sex education guidance from the Secretary of State
Focused work on the difference between friendship and romantic love and what different characteristics are found in each
Activities focus on developing CYP’s understanding of positive relationships

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources
ThinkUKnow – Nude selfies, parents advice
Internet Matters – Teens 14+
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 be unable to fully comprehend the impact of social media and online technologies on their reputation. May be unable to assess potential dangers
Depression, low self-esteem and/or low self-efficacy may lead to negative posts with implications for future prospects
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Hyperactive, volatile behaviour may lead to inappropriate content being shared which may give rise to unethical and legal issues e.g. libel, slander, racism, homophobia, trolling
CYP may develop a reputation for naivety which leaves them vulnerable to mockery and manipulation
CYP may deliberately contrive a negative online reputation as they believe this will present them as strong and resilient

Possible responses

Learning about online behaviours, creating positive impression with society and employers
Learning around legal implications for content
Focused activities on ‘Self-presentation for Self-preservation’
Activities highlighting the appropriate language to use on the internet
Workshops on ‘How to Build a Reputation’ informing CYP of how to appear strong without causing offence

Resources

Barclays Life Skills – Online Reputation for SEND
Internet Matters – positive online reputation

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
School refusal, deterioration in personal drive and aspirations
Able to sophisticatedly encourage, rather than discourage bullying
Potentially process/manage/respond badly to harmful behaviours
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may be lured to locations in order to be attacked
CYP may not realise the harm they are causing to others because they regard their online activity as banter and teasing
CYP may not understand that certain forms of bullying, including online activities, are criminal acts or the impact that these acts have on others

Possible responses

Anger management counselling
Self-soothe techniques
Positive self-image
ELSA support intervention
Therapeutic sessions
Parent/carer support
Activities focused on the dangers of meeting people in the real world who you only know online
Workshops focusing on the illegality of certain forms of bullying and why these activities are illegal

Resources

Young personline – Staying safe online
ThinkUKnow home activity resources
Lego Therapy resource on Twinkl
Internet Matters – Teens 14+

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

Difficulties with interpersonal relationships could confuse opinions. Lack of social understanding may lead to vulnerability online
Withdrawing or isolation and anti-authoritative behaviour could lead a CYP to become manipulated or vulnerable
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
Low self-esteem or resilience may lead to reliance on false information
CYP may be susceptible to online financial fraud
CYP may not adequately protect their online identity
CYP may be harmed by seeing themselves as ‘unliked’ compared to others without understanding these are artificially generated ‘likes’ and they may not appreciate that bots are not real people
CYP may not understand the importance of curating online information about themselves

Possible responses

Learning about online behaviours
Use finance lessons to emphasise online risks
Encourage CYP to provide appropriate information in online arenas
Focused activities showing how some online activity is computer generated
Focused activities informing CYP of the financial threats they may encounter
Workshops on managing information in order to promote a positive online persona

Resources

NSPCC – Making sense of relationships
Lego Therapy resource on TES

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
Low expectations, aspirations, self-esteem, poor attachment with key adults may leave CYP more vulnerable to exploitation online (e.g. payment for apps/laws, sexual content/alcohol/drugs/gambling)
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
Anxiety/poor self-esteem may lead to diagnosing self-online
CYP may use inappropriate online content to self-diagnose incorrectly and not address significant health issues appropriately
CYP may develop unhealthy expectations of themselves influenced by body images that are portrayed online
CYP may be drawn into lifestyle groups which are not beneficial to them or may be a route for abusers to connect with them
CYP may not identify characteristics of potentially harmful groups because they have been desensitised to signs through their experiences

Possible responses

Learning about online behaviours
Guidance on mental health, wellbeing and self-harm
Monitor health closely and advise CYP to always seek medical advice
Focused activities about appropriate online health advice
Focused activities on being ‘Proud of Me’ and information on how body image can impact on health and well-being
Focused activities on learning to say ‘No’ and ‘No More’
Provide CYP with clear guidance about the characteristics of potentially harmful groups

Resources

YoungMinds – School 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 find my phone, remote access, data deletion, strong password retention
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 in dark web, deep web, anonymous access services
CYP may be prone to sharing private information and therefore open to identity theft
CYP may not remember to turn off webcams thereby allowing access to private spaces at unguarded times
CYP may be coerced into sharing information about other people or organisations without their permission.

Possible responses

Learning about privacy and security
Guidance about mental health, wellbeing and self-harm
Frequent reminders of the need to maintain privacy
Develop a range of ‘good habits’ which include closing down cameras
Activities focused on ensuring that CYP understand that they must not share information without permission

Resources

SWGfL – Password Advice
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 copyright theft and online legal/illegal permissions
Adversity gives rise to possible over-reliance upon technology, leading to increased risk of grooming, online attention and corresponding trauma
CYP may advertise that they have obtained material illegally in order to gain status and kudos
CYP may not have the confidence to generate their own content and therefore plagiarise

Possible responses

Learning about the law and accountability
Provide clear instruction around rules and laws and actions to take if necessary
Buddy system to develop CYP’s confidence and to encourage CYP to share their own ideas with their peers

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 11 to 14

Making the internet safer and more inclusive

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