SEND Pupils Returning to School: 10 Tips That Might Help Neurodiverse Students

All pupils in all year groups are expected to return to school in September. Great news! After all, every pupil has the right to benefit from educational progress, wellbeing and their wider social development.

However, getting back into a routine is potentially easier said than done for pupils with special educational needs and disability (SEND); pupils who have an education, health and care plan (EHC); or who others who require a risk assessment prior to returning to school - or who simply have a particular need. To add to a stressful situation, fines can be issued to parents if a return isn’t managed.

Following these Ten Tips may help things run as smoothly as possible for everyone.

1. Pre-Visit

You’ve probably been in communication all along, but before school starts, make contact with parents. Could a visit be arranged, so that what has been lost from routine and familiarity can begin to creep back. Even emailing some photos of various areas of the school could help. A Zoom meeting, or phoning (hearing a familiar and welcoming voice can reassure) will make the actual return to school less daunting and more likely to be a success.

2. Be Realistic

It’s a fact that 12.1% of all nursery and schoolchildren in England have special educational needs. In addition, 83,000 of those with an EHC plan are autistic - and those pupils in particular have been affected by the social changes of Covid-19 and will need reassurance and understanding to get back to normal.

Even pupils not previously included in SEND could now demonstrate reluctance to return, or exhibit negative reactions to change. Processing and sensory issues affect a significant minority of our school population, so taking it into consideration now will make things easier later on. Going slowly and having realistic expectations will help.

3. Group Selection

Groups of pupils are going to be smaller. And selected small groups that don’t mix as much may mean that a child could be away from a teacher with whom they are familiar, or be split from certain other pupils who are friends or who have a positive, reassuring influence in some way. When selecting groups, try to take into careful consideration which is the best choice for your SEND pupil.

4. Moving Around

OK – so the arrows and instructions of where to stand and move might seem obvious to you (and even most people) but they are strange, new and different. This means that for some pupils they are hard to process. Autistic pupils are often resistant to change, and might react badly. They may also, due to sensory overload, forget about social distancing when moving from class to class.

Where possible, allow them to practise following the arrows when no one is about, or with a carefully chosen small group (or partner) to rehearse how it’s done. If this isn’t the solution, consider how they can leave the classroom earlier than the rest of their group to reduce any risk of social distancing issues.

5. Sensory Overload Time Out

Lunchtimes (and associated food smells) may be shifted to a classroom venue; classes could take place outside: everything is different and too many sensory changes can be overwhelming and trigger uncertainty. Plan ahead and make sure that your pupil knows that they can alert you (or other teachers and assistants) when they aren’t coping. A card pass might be a solution here. If this happens, let them know that as soon as possible there will be a previously agreed ‘space’ they can go where things are quieter.

6. Where Do I Sit?

Familiarity is important – both for SEND students and those who are teaching them. Being able to take into account every precise preference or need may not be feasible. However, sitting in the same place (an appropriate place for that pupil) is important to get right. This could be for ease of moving around the classroom, closeness to the teacher, or being away from unhelpful distractions or stimuli.

Feeling secure will give a brilliant head start to any SEND pupil. This can also be applied to ‘where do I sit in assembly?’ (perhaps at the end of a row) or any other situation.

7. Sharing Equipment

Once encouraged, sharing is now taboo. Anything to play with at break, or to use in a lesson, must remain with that child and not touched by anyone else. For many, this may suit them very well and actually be more calming. However, it isn’t normal - and so may result in unease. Explain the reasons clearly and calmly, and help SEND children differentiate what they can and can’t touch by having a box or bag of items that are just for them. If there’s enough, try to do the same for everyone, so the message is clear and there’s no obvious ‘singling out’.

8. Visual Timetable

Pictures help. Whether for pupils in secondary or primary education, they are a secure image that pupils can reference to know where they are and what is coming next. It also helps to feel prepared (remember – everything has changed and new!) which means they can concentrate on what is going on, rather than worrying about what is about to happen.

9. Hand Hygiene

An absolute essential – but soaps and sanitisers with their smells and textures could be a trigger for some pupils. A sensible discussion with parents and pupil can reduce any conflict and stress for a pupil who, for example, does not like the sensation of soap and water. A chosen sanitiser brought in from home, as long as it is used regularly and thoroughly, could be the answer.

10. Patience, Flexibility, Ask

Of course you want everything in place before the term starts. But it’s fair to say that some things won’t go quite to plan. Phased returns are encouraged in government guidelines, as is careful risk assessment and cooperation with parents; pupils over 16 can be included in these discussions, too.

It is down to schools and colleges to ensure they have the right staffing ratio, and for local authorities to provide safe home-to-school transport. Patience and flexibility may be required, especially in the early days, and new solutions found. If you have communicated with everyone as much as possible and done everything you can to smooth the path (perhaps with staggered hours and a gradual return) then don’t forget that it’s OK to ask for help! And finally: no one wants the return of a child to fail in any way, but you can only do your best.

In Summary

• All pupils in all age groups are expected to return to school in September
• For some pupils, pre-planning and risk assessments will be required
• Communication and visual aids such a visual timetable will help. As will rehearsal of new situations
• Where small groups are required, careful selection of individuals (and who teaches them) can prevent issues later
• Sharing equipment, moving around and student seating are potential trigger points
• Everything is different: new sensory experiences – such as smells and handwashing – could be unsettling
• Preplanning, communication, patience, flexibility and asking for guidance will help things run as smoothly as possible