What SEND Pupils Really Want from Schools: Insights from the Classroom

Recent conversations with SEND pupils across UK schools have revealed powerful insights into what makes a real difference in their education. While teachers and staff regularly discuss support strategies, these direct perspectives from pupils offer invaluable guidance for creating truly inclusive learning environments.
 

1. Understanding Their Personal Strategies

Many SEND pupils have developed sophisticated strategies to help them concentrate and manage their emotions in the classroom. These might include wearing sunglasses or headphones, doodling while listening, or accessing quiet spaces when needed. As one Year 8 pupil explains:

"If I'm just sat there staring at the board, I'm not going to do well."

Pupils often express that without these personal coping mechanisms, they struggle to engage with learning effectively. Many report that simply being allowed to fidget or move while working can dramatically improve their ability to concentrate.

**Action point:** Engage in open discussions with pupils about their coping strategies. Work together to find ways to accommodate these in the classroom without disrupting others.

2. Creating Genuine Inclusion

Being part of the school community emerges as crucial for SEND pupils' wellbeing and academic success. Key elements include:

- Natural opportunities to build friendships

- Structured support through clubs and buddy systems

- Avoiding practices that highlight differences

 

"Everyone else was learning off the board, and I was learning off a book. I just felt different," shares one Year 11 pupil.

The most positive experiences come from classrooms where support is integrated seamlessly into regular activities.

**Action point:** Review your inclusion practices. Ensure SEND pupils have equal opportunities to participate in all aspects of school life.

3. Effective Approaches to Bullying

Research with young people has highlighted that mediation and awareness-raising often prove more effective than traditional punitive measures like isolation or detention. Schools seeing the most success are those implementing comprehensive anti-bullying strategies focused on education and restorative practices. Pupils consistently emphasise the importance of creating an environment where differences are understood and celebrated.

**Action point:** Develop a comprehensive anti-bullying strategy that focuses on education and restorative practices.

 

 

4. Demonstrating Understanding

When SEND pupils feel misunderstood, it often leads to a cycle of negative behaviours and academic struggles. Successful approaches include:

- Building staff awareness of diverse SEND needs

- Creating accepting classroom environments

- Recognising achievement in all its forms

- Adapting teaching methods to support different learning styles

 

"I don't like to talk in front of others, but my teacher comes to check on me quietly," shares a Year 10 pupil.

This kind of subtle support makes a significant difference to pupils' confidence and engagement.

**Action point:** Provide regular SEND training for all staff, focusing on understanding diverse needs and practical strategies for support.

5. Ensuring Pupil Voice

SEND pupils consistently emphasise the importance of being involved in decisions about their education. Essential elements include:

- Active participation in developing support plans

- Flexible approaches to support delivery

- Recognition of individual preferences and needs

A common frustration emerges around inconsistent support:

"I'm supposed to have extra time for tests, but I don't always get it."

This highlights the importance of consistent application of agreed accommodations.

**Action point:** Regularly review support plans with pupils, ensuring their voice is central to the process. Implement systems to ensure consistent application of agreed support measures.

6. The Impact of Early Identification

Conversations with parents and carers consistently highlight challenges around:

- Delays in accessing support services

- Complex pathways to formal diagnoses and EHCPs

- The crucial importance of finding the right educational setting

 

Early intervention and consistent support emerge as key factors in positive educational outcomes.

**Action point:** Work closely with feeder schools, parents, and support services to identify SEND early. Develop clear pathways for accessing support, even without formal diagnoses.

Moving Forward

These insights reveal that SEND pupils' needs are fundamentally straightforward yet profoundly important. They seek understanding, inclusion, and support tailored to their individual circumstances. While these perspectives offer valuable guidance, the most effective approach remains ongoing engagement with pupils, understanding their unique needs and aspirations.

By combining these insights with professional expertise and close collaboration between staff, pupils, and parents, schools can create learning environments where all pupils truly thrive.

What approaches have you seen make the biggest difference for SEND pupils in your school? Share your experiences in the comments below.

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All quotes and insights in this article are drawn from the Office for National Statistics report "Educational experiences of young people with special educational needs and disabilities (SEND) in England" and its accompanying young people's version "What is education like for young people with SEND?"