This study examined the relationship between interventions and students' emotional regulations in one social, emotional, mental health (SEMH) educational setting. This research provides an overview of the concept of emotional regulation and considers its intrinsic and extrinsic factors such as co-regulation and self-regulation. Literature regarding school-based interventions were reviewed. With a specific focus on the efficacy of the emotional literacy support assistant (ELSA) intervention. This study then reviewed and analysed documents filled out by the ELSA in an SEMH school which attempted to measure the effectiveness of the ELSA intervention. Alongside conducting interviews with four students who had experienced the ELSA intervention. The results of this study found a complex interplay of factors impacting the effectiveness of the ELSA intervention; with the most prominent being peer pressure, inconsistent measure of effectiveness and staff-student relationships.