In this episode, Claire talks to Dan Storey, a teacher currently working at a Social, Emotional and Mental Health (SEMH) school. He begins by explaining how he started his teaching career in mainstream schools in Manchester and moved to America to work as a football coach. Dan decided to move back to the UK and continued working in mainstream schools on long term supply. He briefly explains how the American schooling culture and ethos is different to the UK but states that this experience helped him when he returned to the UK to continue his teaching career.
Dan explains what an SEMH school is and outlines some of the disorder’s children face at his school. He speaks about the support provided at his schools for young boys with various learning difficulties and explains how they cater for their individual needs.
After receiving many questions about behavioural issues from staff, friends and colleagues in mainstream schools, Dan decided to share his experience, tips and strategies to support children with behavioural difficulties. He then moved onto writing a blog on Nexus Education where he shares some strategies and tips to help staff with managing behaviour.
In the podcast, Dan talks about his experience of working at a SEMH school, the training he was offered and the bank of knowledge he has gained working with children with behavioural issues. He talks, in detail, about the strategies and approaches used within his school to support children with ADHD, ASD and other disorders. He discusses the importance of undertaking the relevant training to understand and support children with these disorders, as well as gaining first-hand experience of working with and/or observing these children. 
KEY TAKEAWAYS

The difference between a PRU and a SEMH school.A PRU school is usually attached onto a school, a unit or as a separate school whereas an SEMH is separate and independent.
Lack of experience.NQT and RQT’s struggle to support or identify children with learning difficulties due to their inexperience of working with these types of children. INSET Days, pedagogical research and interventions are useful, but they do not provide the in-depth understanding of a child’s needs and disorder. More on the job training is needed. Supply teachers should take advantage of their flexibility and gain the experience by working in SEMH settings whenever they can. Mainstream teachers should also be given the time and opportunity to go into SEMH schools.
TrainingSchools should get as much training as they can. Local Councils offer free training for different learning difficulties and disorders. Schools with NQT’s and RQT’s should enrol teachers onto training courses that they need, for example, if they have children with ADHD, they need to be offered training and support for ADHD. 
ConsequencesIt is important to be consistence with children’s rewards and consequences. They should be aware of what will happen if they make a wrong choice. Children should be given the ownership to partake, discuss and understand the consequences, for example, looking and reading the school’s behaviour policy. Children should look at the consequences for making a wrong choice and discuss if that is the right consequence for that wrong choice. If the policy is pre-decided, with no child input, the importance of it is inconsequential for children.
ConsistencyIt is vital to be consistent with all children. They should know that if they have made a wrong choice or have not completed their tasks, there will be consequences. Teachers must follow through on these consequences. If there is more than one child making the same wrong choice, the consequence should be the same, considering the child’s individual needs. All staff must all be on the same page and should be consistent with the rewards and consequences sanctioned.
Limited staffingIf there is staffing issues and the LSA is shared amongst classes, there should be a plan created by all the relevant members of staff to en