b'ContentsThe current landscape in schools4Services referring children back to school5The context of distressed and dysregulated behaviour in schools6Persistent disruptive behaviour and exclusions7Attachment difficulties in the classroom8Adverse childhood experiences9Childrens social and emotional literacy10The opportunity for schools11Social and emotional learning12Promoting children and young peoples emotional health and wellbeing: A whole school approach13Targeted SEMH intervention - an example programme and approach14Hamish & Milo programme theoretical models 17Capturing the impact18Navigator - vital tracking and assessing of progress19The emerging tentative findings21Our research framework21Participating schools desired project outcomes22Demographic overview24Participating schools demographics25Strengths and Difficulties Questionnaire (SDQ)26Strengths and Difficulties Questionnaire (SDQ) - Subscales28The Childs Voice29The Childs Voice - Subscales32Presenting behaviours and protective factors by programme34Actions, words and me - Helping children with conflict resolution35Amazing me - Helping children with self-esteem36Calm me - Helping children with anxiety37Celebrating me - Helping children with difference and diversity38Exploding me - Helping children with strong emotions39Finding me - Helping children with sadness40Memories and me - Helping children with loss and bereavement41My friends and me - Helping children with friendships42New beginnings and me - Helping children with change and transitions43Resilient me - Helping children with resilience44Summary of emerging evidence45Participating schools and trusts46Hamish & Milo school stories48hamishandmilo.org 3'