Family & Education
School report: special needs provision is thankfully getting better
Schools pay more attention to SEND and mental health than they used to
July 24, 2025 09:57
Schools pay more attention to SEND and mental health than they used to
July 24, 2025 09:57As I reflect on my career in education, I cannot believe how much has changed over the past 40 years. Changes include the use of technology, curriculum, funding and accountability. However, the two areas which have had the deepest impact on me are special educational needs and children’s mental health.
As a newly qualified teacher, I taught a class of children with a range of abilities. With no teaching assistants and minimal training in special education, teachers had little understanding of children with additional needs and few resources for them to access. Furthermore, tracking systems to assess attainment and progress did not exist, despite me being aware that some were achieving very little.
I had children in my class who were passive learners, while others displayed challenging behaviours and were labelled as “naughty”. There were limited attempts to understand the meaning of their behaviour, but ultimately additional needs were not acknowledged.
Over the years, the landscape has changed and paints a different picture. Inclusion is now a key priority in schools. As a headteacher, I worked alongside a highly experienced special educational needs and disabilities coordinator (SENDCO). We did our best to accommodate any child with special educational needs.
For example, we employed specialist teaching assistants who worked alongside class teachers, ensuring work was scaffolded and adapted so that it was accessible to the child. Tracking systems were in place and all teaching staff would attempt to understand each child to help them fulfil their potential.
Special Educational Needs (SEN) training is now a required part of initial teacher training. Continuing professional development in SEN is valued in schools, as is the role of the SENDCO. Formal processes help to increase awareness and early identification of children that are struggling and require additional support. Furthermore, parents are partners in planning support for their children, through individualised education or healthcare plans.
In addition to special educational needs, mental health is another area that has been increasingly acknowledged and considered in schools over recent years. When I began teaching, although I was concerned about the well-being and mental health of the children that were in my care, I was encouraged to dismiss emotional struggles as bad behaviour.
There were no dedicated mental health professionals in schools to ask or provide help with addressing the issue and so these children were labelled as a problem.
Again, today’s world is very different. There is more awareness and acceptance of children’s mental health needs and dedicated mental health support teams for schools. Mental health is more openly discussed and recognised, so much so that it now forms part of the personal social health and Economic education curriculum.
Furthermore, staff are trained to support pupils’ mental health and a governor that oversees mental health is recommended on governing bodies. However, although there have been positive changes, there are also greater demands on children. They face increased academic pressure due to standardised testing from an early age and they live in a world dominated by technology and social media.
Family availability is also reduced, with many parents having to work to provide a dual income. Consequently, the mental health needs of our children are growing.
Recently, there has been some concern that an increasing number of children are being diagnosed with mental health conditions or categorised as SEND. Neurodivergent traits, SEN and mental health needs are becoming more apparent due to high academic and behavioural expectations. A pressure to provide a label to receive additional support is balanced with the need to ensure that children remain unlimited in achieving their potential.
Over my teaching career, I have learnt that inclusion means fostering an environment where every child feels valued, accepted and supported, regardless of ability. As I look ahead to the next 40 years for teachers joining the profession, I hope that the educational environment continues to be one of person-centred teaching, where all children’s talents are valued and celebrated.
Jillian Dunstan is the primary programmes manager at the London School of Jewish Studies
To get more from community, click here to sign up for our free community newsletter.