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Schools and educators play a crucial role in identifying children who may have Special Educational Needs (SEN), Special Educational Needs and Disabilities (SEND), or Special Educational Needs and Learning Difficulties (SEN-L). While some needs are immediately evident, others may manifest subtly over time. It’s essential to remain vigilant for certain behaviors and circumstances that might indicate a child’s needs are not being fully met. Early identification can lead to timely interventions and support, preventing further challenges from arising.
If a child is frequently being excluded from school, it may be a sign that their needs are not being adequately addressed. Exclusion often results from behavioral challenges that could be linked to underlying difficulties such as autism, ADHD, or emotional dysregulation.
A pattern of unexplained absences might signal deeper issues, such as anxiety, bullying, or struggles with learning. Children who find school overwhelming due to unmet needs may avoid attending altogether.
Falling behind academically despite effort is a key indicator of SEN-L, such as dyslexia or dyscalculia. If a child is not making expected progress in reading, writing, math, or other core subjects, they may require additional learning support to help them catch up.
Children who frequently display disruptive or aggressive behaviors—such as lashing out, threatening others, or engaging in rule-breaking activities—may be struggling with emotional or social difficulties. These behaviors are often attempts to communicate frustration, confusion, or unmet emotional needs and could be linked to underlying SEND conditions.
Whether a child is engaging in bullying or being bullied, both can be indicators of social difficulties often seen in children with SEN or SEND. Difficulty in forming healthy peer relationships may lead to isolation or conflict, which can negatively impact their mental and emotional well-being.
A child who consistently shows a lack of interest in schoolwork or avoids extracurricular activities may be facing challenges they don’t know how to articulate. This disengagement could stem from learning difficulties, sensory issues, or feelings of inadequacy in social settings.
Signs of deteriorating mental health, such as persistent anxiety, depression, or poor physical health (e.g., frequent illness, poor nutrition), could be directly related to SEN or SEND. Children who feel overwhelmed by school demands or who struggle with unmet learning needs may exhibit stress-related symptoms.
Children living in unstable housing situations, such as homelessness or temporary accommodation, are more likely to experience difficulties in school. Stress from their living environment can exacerbate learning challenges, or they may miss school altogether, making it harder to identify underlying SEN or SEND needs.
A child’s home environment significantly influences their ability to thrive in school. Bereavement, divorce, or family breakdown can lead to emotional and behavioral difficulties, which can overlap with or mask SEN or SEND needs. Schools should be sensitive to changes in family dynamics that may impact a child’s learning and well-being.
Living in an environment where there is substance abuse or criminal activity can cause extreme emotional distress for children. In these situations, they may act out in school, display sudden changes in behavior, or become withdrawn. Such circumstances can lead to missed learning opportunities and make it difficult for a child to stay engaged, resulting in academic delays.
Supporting Schools, Children and Parents with a Holistic Approach to Education
This is an in-house service where an E.L.A.H.A support worker is integrated into your school, offering the highest level of support for both your staff and students. This personalized approach ensures comprehensive assistance tailored to your school’s unique needs.