From crisis to classroom: A teacher’s guide to SEND support

Imagine a system designed to support our most vulnerable children, but instead, it’s leaving them behind. This is the reality of special educational needs and disabilities (SEND) provision in England, a system that’s not only failing our children but also putting mounting pressure on teachers.Parliament’s spending watchdog has warned that we’re on the brink of creating a “lost generation” of children. Additionally, nearly half of the councils responsible could face financial challenges within the next 15 months. Often described as “chaotic and adversarial”, the system can be difficult to navigate. 

But it’s not just about the system being underfunded or overwhelmed. Associated barriers like the “postcode lottery” for Education, Health, and Care (EHC) plans and the disproportionate disadvantage of less-privileged families further adds to the ills. Depending on where people live, their chances of getting an EHC plan can vary. 

Teachers need better support for SEND learners, especially those at risk of falling through the cracks.

Understanding the systemic challenges

Since 2015, there’s been a staggering 140% jump in demand for SEND support, and councils are scrambling to keep up. This pressure means they’re overshooting their high-needs budgets, often turning to independent schools. 

Those councils with the biggest losses have been using a “statutory override” to hide mounting debts by excluding them from the main revenue budgets. However, when this mechanism expires in March 2026, nearly half of all councils responsible for education could find themselves in the red, facing a whopping £4.6 billion deficit. 

So, what does this mean for our teachers? As the system struggles, educators on the front lines find themselves bridging the gaps. They work hard to support students with unmet needs, often without resources or training. These strategies below will help with this growing demand in the classroom.

Practical strategies for supporting SEND learners in the classroom

• Adapt pedagogy and classroom resources

We can’t begin this discussion without acknowledging the concept of low floor, high ceiling. All the techniques here contribute to the wider class as well as your SEND students, and it’s important to acknowledge that students are all starting at the same level with the teaching they receive, and reaching the high ceiling is open to all. Creating a classroom environment where mixed needs and skills are accepted and celebrated is the first step for integrating SEND students within standard school structures. 

Look to simplify complex concepts or use different delivery methods to cater to diverse learning styles where possible. This could involve breaking tasks into smaller, more manageable steps or using real-world examples to make abstract ideas more relatable. Maybe that means using visual aids or incorporating hands-on activities that benefit all, for example having physical counters for maths teaching available during lessons for students to use. Providing these options caters to different abilities without leaving others behind. 

Don’t underestimate the power of a calm, sensory-friendly environment – turning down the lights or reducing background noise can work wonders for students who struggle with sensory processing. Even small changes, like offering noise-cancelling headphones or a quiet corner for breaks, can make an impact.

Digital tools, like text-to-speech software, are a game-changer for some students. Similarly, speech-to-text technology can help those who struggle with writing get their thoughts down easily. But don’t overlook simpler solutions too – something as basic as a coloured overlay can make reading more manageable for learners with dyslexia. Additionally, consider implementing time-management strategies, like the Pomodoro Technique, into your class structure to provide students with clear guidance, reducing anxiety and allowing them to focus on their work instead.

• Foster confidence and emotional wellbeing

Creating a supportive classroom climate is crucial for effectively accommodating neurodiverse learners. A sense of belonging can make a huge difference, so take the time to recognise and value each student’s contributions. Celebrate the small victories – maybe it’s a student finally grasping a tricky concept or speaking up in class after their initial paired exercise. Personalised praise can go a long way too, especially when it acknowledges effort as well as achievement. Instead of just “well done,” highlight what specifically worked well and how it positively impacts not only them but the rest of the class. 

For example, when a child shares their thoughts on a topic during a class discussion, not only can this feedback include how it helps their personal progression, but also how it helps the rest of the class shape their learning. This can validate the individual progress and offers a wider view of their impact, helping students to recognise their own capabilities, reinforcing positive behaviours and inclusion in the classroom. 

Integrating some simple PSHE activities into your everyday teaching can also have a profound impact. It could be as simple as a quick mindfulness exercise at the start of each day or discussing strategies for managing challenges in school. Teachers should model self-correction in a positive light, for example making a small spelling mistake and working to fix it with the class, helping to remove the fear of failure. 

Consistency is essential for neurodiverse learners. Establishing clear routines and breaking down larger tasks, while also using visual schedules or checklists, can help students feel more in control of their learning. This approach can help reduce anxiety and enables better emotional regulation, making education a more positive experience. When students feel safe and supported, they’re more likely to take risks in their studies.

• Foster collaboration and advocacy between peers

Building strong partnerships with parents and carers is essential. Communicate clearly and compassionately, especially when parents are struggling to navigate the complex SEND system. For those who may feel overwhelmed or distrustful, take extra care to create a welcoming environment and offer practical support.

While SEND students may need more help in high-needs situations, the learning should remain the same so as not to segregate them. If these children have to constantly be placed together to do different exercises from the rest of the class, collaboration and socialisation with peers will diminish. Teachers must remember the teaching should remain the same with additional “scaffolding” in place where needed.

It’s important to know exactly how to support the SEND children in your class. Building strong relationships with your students and observing what works best for them can provide valuable insight, but finding out more about their behaviour at home will help even further. This could include having one-to-one sessions with parents to discuss how the school can help and if there are any other areas that can be taken into consideration.

Remember, as a teacher, you’re not just an educator – but an advocate. Don’t be afraid to speak up for your students, whether it’s in team meetings at school or at wider governmental consultations. Your voice and experience matter. 

Teacher-led support as a lifeline  

As front-line workers in a challenging system, teachers play a more crucial role than ever in supporting SEND learners. We know you face immense pressure but never underestimate the impact you have. As we push for much-needed systemic reforms your day-to-day actions can make an immediate difference. The persistence, creativity, and compassion of teachers are powerful tools in a system that desperately needs change.