Support services for neurodiversity and social, emotional and mental health needs

This section provides information about the different types of support which are available for children and young people from education, health and social care services in Sutton, focused on needs arising from neurodiversity as well as different social, emotional and mental health needs. This information is for school staff to refer to as well as for parents and carers.  

If you notice services missing from this resource, please contact localoffer@sutton.gov.uk

Principles of support 

A graduated response to supporting children and young people should always be used, focusing on putting in place universal support for sustained periods of time, before reviewing the impact of this and then moving to more targeted support if required. For most children and young people support should be in place for between half a term to a term before it is reviewed and then increased if it is not having the intended impact. In some instances where a child or young person’s needs have escalated rapidly support may be increased more quickly. Please see more information about levels of support for pupils with SEND here. 

At the point of review it is always useful to consider if there are other factors which have led to the support not being effective, for instance a young person not wishing to take part. If this is the case the support should be adapted before it is increased.  

It is also important to remember that whilst a range of agencies may be aware of a child or young person and involved in monitoring their progress, it will often not be beneficial to the child/young person to be completing multiple interventions at one time. In most instances focusing on one-two interventions which are thought to most effectively address the needs of the child/young person will be more impactful.  

Support should be put in place once there is agreement between parents/carers and professionals involved around the current situation and what the support is aiming to achieve. Above all, in order to support the emotional regulation of a child or young person a collaborative approach between adults in school and at home and other professionals involved is required.