Published in SEND on 27/05/2025
SEND is a broad and important area within the UK’s education and healthcare system. A child or young person is considered to have SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. This could be due to a range of physical, emotional, developmental, or cognitive needs.
Under the Children and Families Act 2014, and supported by the SEND Code of Practice, all children and young people aged 0 to 25 with special educational needs are entitled to support. The aim is to ensure every child can thrive in education, regardless of their individual barriers or challenges.
SEND is not a fixed category — some needs may be temporary, while others may be lifelong. Understanding what SEND encompasses and how support is provided is key for families, educators, and professionals working with young people.
What Conditions Are Included in SEND?
SEND can be broadly divided into four areas of need:
1. Communication and Interaction
- Speech and language delay
- Autism Spectrum Disorder (ASD), including Asperger’s Syndrome
- Selective mutism
2. Cognition and Learning
- Moderate or severe learning difficulties (MLD/SLD)
- Dyslexia, dyscalculia, or dyspraxia
- Profound and multiple learning difficulties (PMLD)
3. Social, Emotional, and Mental Health (SEMH)
- Attention Deficit Hyperactivity Disorder (ADHD)
- Anxiety disorders or depression
- Attachment disorders or behavioural difficulties
4. Sensory and/or Physical Needs
- Visual or hearing impairments
- Physical disabilities or mobility issues
- Medical conditions like epilepsy or chronic illness
It’s worth noting that a child can fall into more than one category and that needs can vary significantly even within the same condition.
What Support is Available for SEND?
Support for SEND can range from relatively minor classroom adaptations to complex, multidisciplinary interventions.
- SEN Support: This is the first level of assistance provided within mainstream schools. It includes tailored teaching strategies, additional adult support, or learning aids. It’s planned and reviewed in partnership with parents and carers.
- Education, Health and Care Plan (EHCP): For children with more complex or long-term needs, an EHCP outlines the specific support required across education, health, and social care. This legal document ensures a coordinated, funded approach and is regularly reviewed.
- Reasonable Adjustments: Under the Equality Act 2010, educational settings must make reasonable adjustments for disabled children to ensure they’re not at a disadvantage.
- Alternative Provision: For some, mainstream schooling may not be suitable. In such cases, alternative settings — such as special schools, pupil referral units, or home education — may be explored.
- Transition Support: As young people move from school to college, or into employment or training, transition planning ensures continued support and preparation for adulthood.
Who Provides SEND Support?
SEND support involves a wide network of people and services:
- Parents and Carers: As primary advocates, families play a key role in identifying needs and working with schools and professionals.
- Teachers and SENCOs: Every school has a Special Educational Needs Coordinator (SENCO), responsible for identifying SEND and arranging appropriate support. Classroom teachers are also legally required to differentiate their teaching to meet diverse needs.
- Local Authorities: They manage the EHCP process, provide funding, and are responsible for ensuring children’s rights to education are met.
- Health and Social Care Professionals: Speech therapists, occupational therapists, psychologists, paediatricians, and social workers often collaborate in assessment and intervention.
- – Voluntary and Advocacy Services: Charities and support organisations offer guidance, peer support, and advocacy for families navigating the SEND system.
Understanding SEND is crucial to building an inclusive and supportive educational environment. With early identification, tailored interventions, and collaborative working, children and young people with SEND can thrive. Whether you’re a parent, teacher, or member of the wider community, knowing what SEND means — and how to support those affected — is a step toward a more equitable society.
