While half term is often seen as a break, for many children it represents a significant shift in routine and with that can come heightened anxiety, dysregulation, and emotional overwhelm.
For pupils with SEMH needs, trauma histories, or emerging behavioural concerns, unstructured time can increase vulnerability. It can also, however, provide a valuable intervention window.
This is an ideal point to:
• Put targeted mentoring in place
• Strengthen emotional regulation strategies
• Build relational safety before the next term
• Provide preventative support rather than reactive response
Early, trauma-informed emotional support reduces escalation, supports reintegration, and improves engagement on return to school.
If your setting has pupils who would benefit from structured mentoring or Positive Psychology-informed emotional support, half term can be a proactive starting point.
Supporting regulation. Building resilience. Strengthening relationships.