Key factors that support and hinder mainstream secondary school staff in supporting the needs of social, emotional and mental health (SEMH) pupils in the UK

Supporting pupils with social emotional and mental health (SEMH) needs within the current United Kingdom (UK) mainstream context can be challenging for school staff. This systematic literature review explores the perspectives of secondary school staff on the key factors relating to supporting pupils’ SEMH needs in mainstream secondary schools. Four databases were searched, and 10 studies met the inclusion criteria. Findings highlighted various facilitative factors and barriers to supporting pupils with SEMH needs in practice. A two-tiered model is presented capturing the key factors at the universal and individual level. Findings highlight that while school staff have identified supportive factors at both levels, such as whole-school approaches, effective staff support, relational culture, collaboration, and trusting relationships, it is increasingly difficult to implement these and operate within school systems and a wider context which poses significant barriers.