Family & Education
School report: SEN children deserve a good Jewish education too
Jewish studies staff need training to cater for pupils with special needs
December 22, 2025 10:48
Jewish studies staff need training to cater for pupils with special needs
December 22, 2025 10:48“Educate the child according to his way, so that even when he grows old he will not turn away from it.” This verse from Mishlei (Proverbs) is quoted often as a promise of inclusion. It captures everything we stand for: meeting every child where they are. The question is, are we meeting this standard in Jewish studies, especially for our children with special educational needs (SEN)?
Too often, children with SEN struggle to access the very lessons that shape their Jewish identity. Our schools are full of dedicated, passionate educators but many simply haven’t been given the training, resources or support to make Jewish studies truly inclusive.
While I was completing an MA in Jewish education at the London School of Jewish Studies and working as a special educational needs co-ordinator (SENCo), my dissertation explored how Orthodox Jewish schools support SEN pupils in Jewish studies (JS). I found inspiring examples of inclusive practice, yet JS departments often lagged behind. Common themes emerged: JS teachers rarely had SEN-specific training; suitable resources were scarce; and there was inconsistent accountability for pupils’ progress.
As one SENCo said, training would “allow JS teachers to understand what a child with SEN is capable of achieving”. In some schools, I found that creating a dedicated JS SENCo role has been transformative; a model worth replicating.
As Dr Helena Miller, director of postgraduate degrees at LSJS, puts it: “A shared vision for inclusion must be fully understood by all staff. Professional development should ensure schools are able to provide equal opportunities for all students in Jewish studies as well as in general studies, regardless of their abilities, backgrounds, or needs.”
Since completing my research in 2018, the need for SEN support has nearly doubled across the UK, according to figures from the Department for Education. Teachers are being asked to meet a wider range of needs, yet many JS teachers – experts in their subject – have little to no training in adapting lessons for SEN.
This matters. A child’s ability to access Jewish studies is central to their Jewish identity. When a child with dyslexia or autism struggles with Chumash or Hebrew reading, the message isn’t just “this is hard”, it’s “maybe this isn’t for me”. That sense of exclusion can affect not only learning but belonging.
Inclusion in JS isn’t just a special-needs issue; it reflects who we are as a community. As Ofsted chief Inspector Sir Martyn Oliver said, “If you get it right for the most disadvantaged and vulnerable, you get it right for everyone.”
So how can we improve JS for SEN children? My research highlighted practical steps: stronger collaboration between SENCos and JS departments, leadership development, dedicated JS SENCo roles, and SEN awareness for JS teachers. Through programmes like the MA in Jewish education and its teacher training pathways, LSJS equips educators with the knowledge, skills and confidence to include every learner; bridging the gap between vision and practice.
Jonny Atkins, School Direct secondary programme manager at LSJS, explains, “Our training includes sessions from educational psychologists, SENCo-led sessions teaching theory and application, and visits to Gesher and Kisharon to observe best practice. This means our teachers graduate with many adaptive teaching techniques, ensuring teaching of SEN students is not a bolt-on, but an intrinsic part of everyday teaching.”
We’re often asked to donate to building funds, but buildings don’t teach children; teachers do. It’s time to invest in people: to train and support them to reach every child.
Jewish identity and continuity depend on how we educate every child, each one a guarantor of our future. As the Talmud teaches: “One who teaches a child Torah is considered to have taught that child and that child's children and grandchildren, to the end of the generations” (Kiddushin 30a).
If we truly believe each student must connect with their heritage, we must find a way to include every child.
Chaya Mills is a head of Inclusion and SENCo and an Orthodox Jewish primary school and a SEN consultant
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