So, what is it then; Special Need, SEMH, both or none? An assessment model to value their interplay.

ABSTRACT
The label Special Educational Needs and Disabilities (SEND) can take various meanings given the different types of needs that exist. In the UK, Social, Emotional, Mental Health (SEMH) difficulties are a category of SEND, which can sometimes be wrongly identified as specific SEND due to the complexity of such distinctions. Professionals and researchers often overlook that perceived SEMH difficulties may instead reflect social and emotional developmental needs rather than inherent difficulties linked to SEND. This issue is exacerbated with the lack of distinction between SEND and SEMH in the SEND Code of Practice. By reviewing literature on SEMH assessment in early childhood (EC), this paper focuses on the significance of children's experiences from birth to 7. We conclude that some assessments fail to provide guidance to distinguish between SEMH difficulties and other SEND, resulting in misidentification of needs. Taking an interactionist perspective of disability, we examine three SEMH assessment models and propose that exploring children's relationships within their EC environment helps practitioners determine whether SEMH difficulties, SEND or developmental needs are present. Finally, we advocate for a relational assessment approach and broader SEMH and SEND identification practices that differentiate between difficulties, disabilities or needs if and when necessary.