There is a growing realisation, arising from studies of child development, that children’s mental health is not just a health issue; it is an important educational one as well. [1]
Successful learning takes place when children have positive self-esteem, a strong self-belief, a sense of self-efficacy and confidence:

'A child's state of mind and self-perception have a significant impact on the willingness and ability to concentrate and to learn' [2]

Schools take great care when admitting pupils to identify those with special needs and put in place or facilitate the continuation of any interventions or specialist support. For example, children with physical disabilities, with statements of special needs or for whom the statementing process is appropriate, children from families receiving support from social services and children with particular aptitudes and talents. Children who have learning difficulties or disabilities (LDD) or who are identified as gifted and talented (G & T) are accorded high priority as visible evidence of schools meeting the diverse needs of their pupils.

In most schools, the majority of children in key stage 1 display emotional and conduct behaviours that are considered acceptable in that they do not unduly impact upon others, and therefore lessons can proceed as planned.

However, within this group are children who teachers and learning support assistants realise are not fully engaged in learning. They may be characterised as having low self esteem, shyness or lacking interpersonal skills. The underlying causes are varied, but unless emotional behaviour is addressed and they develop appropriate social skills, conduct may deteriorate and learning will be impeded. In most schools there is little available support for children not displaying a high level of difficulty and a gap with peers will open that is very difficult to close as they move up through the school system.

With early identification, and support to help develop self confidence and self belief, children can become equipped for learning and enjoy successful school careers.

PRINCIPLES

• Schools have a wide ranging role in ensuring that 'Every Child Matters'.
  
  
• Emotional behaviour impacts upon conduct and learning.
  
  
• Identifying children whose emotional and behavioural conduct presents barriers to learning can be difficult in a busy classroom.
  
  
• Schools need to facilitate staff development and make appropriate organisational arrangements for pupils.
  
  
• Delaying intervention allows inappropriate behaviours to develop and an achievement gap to open.
  

• an improved learning environment for all children in the classroom;
• the training programme leading to enhanced skills and professionalism of Teaching Assistants and Learning Mentors;
• a reduction in subsequent mental health and behavioural problems, and consequent financial savings from a reduced need for later, more difficult and costly interventions.