Creating an inclusive school environment is essential for ensuring that every student has the opportunity to succeed. While SEND is the more recent terminology, SEN remains widely recognised and continues to be commonly used in discussions about education. Both terms focus on ensuring that children with unique learning needs have access to a supportive and inclusive environment.
For schools, adopting effective strategies to meet these needs is critical—not only for the benefit of SEND learners but for fostering an atmosphere of empathy, collaboration, and mutual respect that benefits the entire school community. Below, we explore key SEND and inclusion strategies every school should consider, along with the role of professional development in helping educators build these environments.
Creating a Supportive Classroom Environment for pupils with SEND
A welcoming and adaptable classroom environment is essential for pupils with special educational needs to feel safe and included. Flexibility is key when setting up the physical space. Arrange desks and seating in a way that supports different learning preferences. For instance, some pupils may benefit from a quiet corner, pulling down a blind, or sitting in a place with minimal distractions.
Using fluorescent light covers may particularly help pupils with autism while avoiding whiteboards with text set against pure white or patterned backgrounds can make things easier for students with dyslexia. Some children with ADHD also find wobble chairs, elastic bands around chair legs and fidget toys useful. The starting point for more specific adjustments should always be the child’s personal learning profile or pupil passport – what benefits one individual will not benefit all.
Clear and consistent routines often help students feel secure, particularly children with autism. Ensure these routines are easy to follow and that pupils know what to expect throughout the day. Displaying visual timetables within classrooms and using now, next and then boards is one way to help with this.
Promoting ‘Built-in not Bolt-On’ SEND Support with Adaptive Teaching
Teachers should aim to be as versatile as possible when delivering lessons to include all pupils, particularly those with SEN. The adaptive teaching approach promotes flexible real-time adaptations based on knowledge of the individual, documented in pupil passports (sometimes called pupil profiles.)
Wherever possible, pupils with SEND are not annexed from the curriculum and the class shares the same learning objectives broken down into accessible steps, so the act of ‘inclusion’ becomes seamless – almost invisible. More learning is done together as opposed to through segregated worksheets and tasks, and time spent learning outside of the classroom is kept to an absolute minimum. Different levels of scaffolds are put in place to help pupils who need extra support.
Scaffolding effectively breaks down tasks into smaller, manageable steps. This helps reduce anxiety, increases confidence and reduces the burden on working memory. It can be useful for all classroom learners and can take the following forms;
Visual – for example a graphic organiser, working wall or concept or task plan that helps children work independently
Verbal – for example a teaching assistant can remind a pupil of instruction given at the beginning of a task or re-teaching a small group of pupils
Written – for example sentence starters, writing frames and key vocabulary banks
All of this must, of course, come with the recognition that some children with more severe cognition and learning needs will require greater differentiated instruction and materials, and perhaps a more creative and bespoke curriculum in order to make it accessible.
Beyond the Classroom; Embedding a Culture of Belonging and a Positive Vision for Inclusion
Inclusion extends beyond classroom layout and teaching style; the wider attitudes of staff, governors and pupils are foundational, as is how the school interacts with its community. Here are some things for school leaders to consider.
- Put inclusion at the heart of your values
School leaders need to develop their vision for inclusion and embed this into all policies and practices. Cultivate kindness and understanding through school-wide initiatives that celebrate diversity. Educate all students to respect individual differences and foster a community of mutual support. - Support individual interests and talents
Creating pathways for students with special educational needs to explore personal interests can foster a sense of belonging and build confidence. Lunchtime or small-group activities like art, origami, digital animation, film clubs, social enterprise, comic book creation, or forest school can provide outlets that some children might really come to value. - Work closely with parents
Regular and proactive communication with parents of children with SEND is essential. Many schools hold workshops to share strategies that might help and to align approaches being used at home and at school. Parental feedback should be regularly sought, and parental voice should be included in Education Health and Care Needs Assessment applications. - Capture the voice of pupils with SEND
Provide a range of ways that children can get involved, from speaking to trusted adults to relay their opinions, to participating in student councils, anonymous suggestion boxes, accessible surveys or focus groups. - Think about the school environment and extracurricular activities
Safe spaces like sensory rooms, wellbeing hubs, and nature walks can offer quiet retreats away from busy corridors and classrooms. Accommodations should also be integrated into wrap-around care and school trips to ensure continuity of support.
Strengthening School-Wide Collaboration for SEND Support
Effective SEND support relies on strong collaboration across the entire school community. When teachers, support staff, parents and leadership work together, pupils benefit from a consistent and cohesive approach. Here are some practical ways to strengthen collaboration for SEND training and support:
- Hold regular meetings between staff to discuss individual pupil progress, challenges, and necessary adjustments.
- Encourage open communication between teachers, SENCOs, parents, support staff, and leadership teams to ensure consistent support across different areas of school life.
- Work with external professionals such as educational psychologists and therapists, leveraging their expertise to provide targeted interventions and staff training.
- Develop clear processes for sharing information and updates on SEND pupils to ensure everyone involved is informed and aligned on the best strategies.
- Make sure TAs are upskilled appropriately because they are fantastic assets for helping pupils with SEND but need to be equipped with the right strategies to promote independent learning, assisted with appropriate scaffolding
- Model good practice to allow TAs and Teachers to effectively collaborate whether it’s annotating notes on lesson plans or freeing up more time for discussion and feedback
Providing Social and Emotional Support for Students with SEND
Supporting students’ social and emotional development is just as important as their academic progress. Schools should create a nurturing environment where pupils feel comfortable expressing their emotions and building relationships. Establishing structured social skills programmes can help pupils develop key interpersonal skills, such as communication, empathy, and conflict resolution.
Having trained ELSAs (Emotional Literacy Support Assistants) is just one way to help address the SEMH needs of vulnerable pupils, including those with additional needs.
Another thing to focus on is classroom activities that encourage group work and peer interaction. Teachers should facilitate activities that promote teamwork while being mindful of each pupil’s comfort level. Creating spaces where students can practice these skills in a safe and supportive setting is important.
Mentoring programmes can also be beneficial. Pairing older students with pupils with SEND allows them to have positive role models and develop meaningful relationships. This peer support can contribute to a sense of belonging, boosting confidence and emotional resilience. Schools should also provide counselling or pastoral care services to help pupils navigate emotional challenges. Engaging with SEN courses will be in the interest of the entire school.
Encouraging appropriate use of technology and AI
Technology can also provide additional support to pupils with SEND. Assistive technology tools, such as speech-to-text programmes and educational apps, offer personalised learning experiences that can cater to individual needs.
An AI tool can break down the writing process into smaller steps: brainstorming ideas, creating an outline, writing a draft, revising, and editing – something a student with dyslexia might find useful. It can also provide visual supports, for example for help with maths problems, or simplify passages of text in comprehension tasks, as well as providing personalised schedules, reminders and prompts to help learners stay organised.
Essential SEND Training Resources for Educators
To provide the best support for students with special educational needs, educators must continually develop their skills and knowledge. Access to quality SEN training is essential for staying up-to-date with best practices and emerging strategies. An increasing number of companies are also starting to offer fully funded apprenticeships in SEND, making use of the Government’s Apprenticeship Levy.
Practice-led online courses and workshops are excellent ways for teachers to engage with SEND content on their own schedules. Schools should look for comprehensive training programmes, ideally developed by experienced SENCOs or psychologists, that allow staff to deepen their understanding of SEND needs at different levels of study. Teachers, SENCOs, teaching assistants and senior leaders can subsequently develop expertise in specific areas of need, such as autism, or dyslexia, as well as SEND policy and practice. By participating in SEND courses from Real Training, for example, educators can deepen their knowledge across these areas, access a range of valuable resources to improve their approach to SEND provision and receive guidance on how to strengthen their overall vision for inclusion.
Implementing Positive Behaviour Management for SEND
Pupils with SEND often face behavioural challenges, so a clear and effective behaviour management strategy is vital. Positive behaviour management focuses on reinforcing good behaviour through praise, rewards, and structured routines. This helps SEND pupils understand the expectations placed upon them, while also reducing feelings of frustration and overwhelm.
Schools should implement behaviour management plans tailored to each pupil’s individual needs. These plans might include specific strategies, such as visual cues or calm-down areas, where pupils can go to regain control of their emotions. It’s important to regularly review these plans to ensure they remain effective as the pupil develops.
Consistency is key. All staff members should follow the same approach, providing SEND pupils with a sense of stability. Reward systems, like sticker charts or achievement certificates, can motivate students and encourage positive behaviour. When pupils feel supported and understood, they are more likely to succeed academically and socially.
Practical Approaches to Monitoring Progress in Children with SEND
Monitoring the progress of SEND students is essential to ensuring that the support provided is effective and tailored to each pupil’s unique needs. Schools should take a structured approach to assessment, in line with the SEN Code of Practice and allow for regular adjustments to teaching methods and interventions.
One thing to consider is bringing psychometric assessment skills in-house, which can help you identify students with additional needs earlier and reduce reliance on external support. It also brings other benefits, such as evaluating whether the portfolio of standardised tests you are using is the most appropriate or being used in the best way.
Once needs are identified, the SENCO (or ALNCO for schools in Wales) and class teacher should collaborate closely, following the graduated approach through “Assess, Plan, Do, Review” cycles to evaluate the effectiveness of interventions, particularly for students with EHCPs. This structured approach allows for adjustments based on evidence gathered over each cycle, ensuring targeted support. Reviewing strategies regularly and involving key stakeholders enables schools to improve how they meet the needs of all students.
To conclude
Schools that adopt effective SEN strategies create a supportive and inclusive environment for all pupils. By building a collaborative culture where people are united around a clear vision for inclusion, schools can help every pupil with special educational needs receive better support.
