DfE publishes insights into what works for autistic learners, and those with SEMH needs
A rapid evidence review commissioned by the Department for Education examined the effectiveness of behavioural and social communication interventions designed to improve outcomes for these learners. The review explored approaches that help young people develop communication, social understanding, emotional regulation and positive behaviour.
Supporting children and young people with Social, Emotional and Mental Health (SEMH) needs and autism remains a priority for schools, families and professionals. The findings from the rapid evidence review commissioned by the DfE highlight that there is no single intervention that works for every child. Instead, successful support is often individualised, carefully implemented and delivered consistently across home and school environments. Interventions are most effective when they are matched to a child's specific strengths, needs and developmental stage.
A recurring theme throughout the review is the importance of implementation quality. Effective interventions require trained staff, regular monitoring and a clear understanding of the intended outcomes. The evidence suggests that programmes are more likely to succeed when they are part of a wider, coordinated support system rather than being delivered in isolation. For schools and professionals, this reinforces the importance of person-centred practice and ongoing evaluation to achieve meaningful and lasting outcomes.
Key interventions highlighted:
- Peer-mediated interventions: These can support social engagement and communication for autistic pupils, particularly in early years and primary settings. Outcomes are stronger when peers are well prepared and adults monitor the quality of interaction.
- Structured behavioural supports: Approaches such as activity schedules, Check In Check Out, and Daily Behaviour Report Cards can lead to small to moderate improvements in classroom behaviour, especially for pupils with attention, emotional, or behavioural needs.
- Physical activity interventions: Regular and sustained physical activity can help reduce challenging behaviour and improve self-regulation. More intensive and consistent programmes appear to have stronger effects.
- Naturalistic developmental behavioural interventions: These approaches can support communication, engagement, and social interaction when they are embedded into everyday routines and delivered with fidelity.
- Play-based approaches: Play-based interventions can promote social-emotional development, interaction, and communication, particularly when they are matched to the pupil’s developmental stage and interests.
- LEGO therapy: LEGO-based group work can support cooperation, turn-taking, communication, and shared problem-solving, but it requires careful adult facilitation and clear group roles.
- Structured social skills programmes: These programmes can support social understanding and interaction, although outcomes vary. They are most useful when skills are practised in real classroom and social contexts.
- Video-based interventions: Approaches such as video modelling can be effective for specific skills and behaviours, but evidence is weaker on whether pupils maintain these skills over time or apply them in different settings.
- Technology-based tools: Some digital tools can support emotion recognition, on-task behaviour, and social-emotional learning. Their impact is variable and depends on how well they are integrated into wider teaching and support.
