Here’s the question I couldn’t stop thinking about while reading this Government review…
If a child’s behaviour improves for six weeks…
…but they still don’t feel safe, connected or understood six months later…
Have we really succeeded?
There is a great deal within the review that aligns with how we’ve developed The Parachute Project over the last five years—particularly the importance of structured interventions, social communication, emotional regulation, parent involvement and developing children’s skills rather than simply managing behaviour.
As a Registered Social Worker and Director of TPP, my reflection is that there is still room to strengthen the conversation in two important areas.
Firstly, trauma-informed practice. Many children presenting with SEMH and autistic characteristics have also experienced adversity, loss, chronic stress or relational trauma. Understanding why behaviour happens—not just what behaviour looks like—remains fundamental to meaningful support.
Secondly, long-term outcomes. Much of our work is about building emotional resilience that lasts beyond a six or eight-week intervention. We need more evidence exploring whether children are still attending school, maintaining friendships, regulating emotions and feeling confident months and years later—not simply whether a programme achieved short-term improvements.
At The Parachute Project, we’re committed to continually reviewing emerging evidence and asking ourselves one question:
“How can we translate this into practical, compassionate support that genuinely improves children’s lives?”
Research should never sit on a shelf. It should shape practice. I’d be interested to hear what other practitioners and commissioners think.
Behavioural and social communication interventions for children and young people with SEMH and autism: a rapid evidence review. Behavioural and social communication interventions for children and young people with SEMH and autism: a rapid evidence review
