SEMH: keeping a record of interactions

Pupils with social, emotional and mental health needs may have an assigned mentor with whom they regularly 'check in'. Use this document to keep track of these conversations and identify next steps

Author details

Natalie Packer is an independent education consultant, specialising in school improvement, SEN and outstanding teaching. She delivers a wide range of professional development packages for primary and secondary schools and supports initial teacher...

As part of their individual support plan, a pupil with social, emotional and mental health needs (SEMH) might meet with a designated member of staff at least once per week, to discuss:

  • their overall wellbeing
  • problems they face in or outside school
  • any continuing behavioural challenges.

This member of staff could be a designated lead for SEMH, teaching assistant, keyworker, mentor or any other adult who has regular one-to-one contact with this young person.

Keeping a record of observations made, next steps agreed and outcomes reached as a result of these meetings will make it easier for you to build a coherent picture of how you differentiate the day for that child. It will help you identify short- and long-term barriers to learning, and serve as a point of reference for subsequent discussions with parents, other members of staff and CAMHS.

For a staff member who is acting as mentor to several different pupils in one school, keeping a record will also help you maintain clarity and consistency in your provision for SEMH and behavioural issues. 

Use this template to note:

  • the details of an interaction
  • a summary of the discussion
  • concerns to be addressed
  • next steps or solutions identified
  • any subsequent changes to practice you make.


Last Updated: 
13 Jan 2021