‘Roots to Wings’ is a bespoke SEMH group intervention developed by our team for children aged seven to 11. It is designed to strengthen emotional wellbeing, build regulation skills and promote healthy relational connection within a small‑group setting. The programme is tailored specifically for vulnerable children, including those who may have previously accessed nurture provision and would benefit from continued, structured emotional support.
The programme is structured in two phases:
1) Roots: Understanding Ourselves
The first phase focuses on developing emotional awareness, connection and an understanding of how our minds and feelings work.
Sessions include:
- Exploration of group connection, the importance of play and how relationships support wellbeing, developing a group bond.
- Learning about emotions – what they are, how we experience them in our bodies and how to express them safely
- Introduction to child‑friendly psychoeducation, sharing key theories and ideas about emotions, the brain and therapeutic concepts, all presented in a fun, engaging and experiential way to help children understand why they feel the way they do.
This foundation helps children develop insight, language and confidence in understanding their internal world, whilst also nurturing their capacity to notice, understand and respond kindly to the emotions of those around them.
2) Wings: Building Skills for Wellbeing
The second phase focuses on equipping children with practical, research‑informed strategies to support emotional regulation and resilience.
These include:
- Calming strategies and grounding techniques such as breathwork, massage and guided relaxation.
- Movement‑based regulation activities such as yoga, physical activities and dance.
- Gratitude practices and exploring the importance and power of affirmations.
Children are taught not only how to use these strategies, but why they work, helping them build long‑term, transferable skills.
How the Programme Works
- The intervention is delivered weekly in structured sessions that are mapped against PSHE criteria and other relevant frameworks.
- Pre- and post‑intervention measures are embedded within the intervention, enabling schools to evidence impact on wellbeing, regulation and engagement.
- All resources, session materials and lesson plans are fully provided, ensuring staff feel confident and equipped to deliver the programme effectively.
- Staff receive training on how to facilitate the programme in a therapeutic, attuned and relational way.
- Staff have the option of receiving ongoing coaching through half‑termly virtual supervision groups. These supervision groups connect staff to a wider network of ‘Roots to Wings’ trained professionals, offering valuable peer support, shared learning and a sense of community around the intervention.
- Staff who are part of the wider ‘Roots to Wings’ network have access to any new lesson plans or resources as the programme continues to develop.
The Developers of 'Roots to Wing's:
Jennifer was at the forefront of devising the ‘Roots to Wings’ programme, driven by her recognition that schools are struggling to find robust, evidence‑informed, group‑based interventions to support their vulnerable children. She observed that, years ago, many children would have accessed a nurture group; however, with such provisions no longer widely available, ‘Roots to Wings’ was created to fill this gap, offering children the structured, relational and therapeutic group support they still need.
Michael made significant contributions to the development of ‘Roots to Wings’. His knowledge and expertise helped shape the therapeutic and relational foundations of the programme, as well as key elements of the content. He also drew upon his research expertise in evidencing the impact of SEMH interventions, ensuring the programme includes robust assessment tools and embedded approaches that enable schools to meaningfully measure long‑term progress and outcomes.
As a Specialist Teacher and Play Therapist with trauma‑informed expertise, Victoria contributed significantly to the content and therapeutic underpinning of ‘Roots to Wings’. Her input ensured that the intervention is not only rich in psychological insight and meaningful activities, but also grounded in high‑quality, therapeutic delivery. Victoria’s focus on developing the skills of the adults facilitating the sessions means the programme supports staff to hold the space safely, attune to children’s needs and deliver the intervention in a genuinely therapeutic and relational way.
Hannah made an exceptional and central contribution to the development of ‘Roots to Wings’. Alongside her role as an Assistant Educational Psychologist, she brought extensive experience as a Key Stage 2 teacher and PSHE lead, which shaped the programme in profound ways. Hannah approached the design of each session through multiple lenses – effective teaching delivery, applied psychology, child engagement and enjoyment, and alignment with PSHE curriculum expectations.
