Addressing Mobility and Accessibility Challenges in SEMH Provision

Supporting pupils with Social, Emotional and Mental Health (SEMH) needs is one of the biggest responsibilities schools face today. For learners with visual impairment or neurodivergent needs (such as autism, ADHD, or sensory processing differences), the challenge is even more complex.

It isn’t just about classroom learning it’s about how young people experience every corner of the school environment. From noisy corridors to confusing signage, the physical design of a space can have a huge impact on wellbeing, confidence, and behaviour.

What SEMH Provision Means in Practice

SEMH provision is all about giving pupils the strategies and support they need to manage emotions, regulate behaviour, and engage with learning.

That might include:

• Personalised support plans

• Access to counselling or mentoring

• Structured routines and predictable environments

• Close collaboration between teachers, families, and specialist services

But for many learners, these strategies can fall short if the space itself isn’t designed to support them.

The Everyday Barriers Pupils Face

For students with visual impairments

• Navigating cluttered corridors without clear cues can feel overwhelming.

• Inconsistent signage or ad-hoc markers mean learners often need constant support.

For neurodivergent pupils (Autism, ADHD, SPD)

• Noisy, chaotic spaces can trigger sensory overload.

• Unpredictable layouts increase stress and reduce independence.

For pupils with complex SEMH needs

• Poor spatial orientation can fuel frustration and anxiety.

• Reliance on staff or peers for every transition reduces confidence.

In short: when environments are confusing, learners feel less safe, less independent, and less engaged.

What Schools Can Do

The good news is that schools don’t need huge budgets or major renovations to start making a difference. Practical strategies include:

• Orientation & mobility training from qualified specialists

• Assistive technologies like screen readers or Braille displays

• Visual schedules & social stories to provide predictability

• Sensory-friendly spaces where pupils can regulate emotions

• Tactile cues & markers to provide non-visual guidance and consistent wayfinding

Tactile cues are particularly powerful: they create a physical, predictable language that helps students move with greater independence, reduces anxiety, and supports calmer transitions.

Building SEMH-Friendly Schools Together

We’ve seen first-hand how the right environment can transform daily school life. At Sensei, we co-design tactile wayfinding systems with educators and occupational therapists to help students navigate safely, confidently, and with less reliance on staff.

Whether it’s marking corridors, classrooms, toilets, or quiet zones, these tactile cues create consistency that students can trust and staff can build routines around.

The result? Safer, calmer, more inclusive schools where SEMH provision is supported not just by people, but by the very design of the environment.