Many of us have been there. We meet a child in school for the first time who convinces us within hours that we will not be able to provide what they need to thrive.
In most cases, our anxiety relates to the welfare of the child in question, as well as the other children in the class. This can particularly be the case if a child is demonstrating physical aggression of some form, either towards themselves or others.
Understandably in such circumstances, our first instinct might be to sound the alarm and raise concerns with a decision maker. The usual hope is that said decision maker can alleviate our worries by conjuring up the perfect educator who can support the child in question throughout the day. Either that, or they can find a more suitable place for the child. But as we are all too aware, these things don’t tend to happen quickly, if at all.
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It is incredibly difficult, when you experience stress of this nature, to do anything other than raise the red flag. Your responsibility to keep children in your class or school safe can lead to panic. Sometimes, however, if it is possible to take a breath and a step back, there are small adjustments that could make a huge difference to the wellbeing of all concerned.
Identifying why a child is demonstrating distress (a much more helpful and accurate term than “challenging behaviour” or similar) is the key to making positive changes. If we can reflect, preferably collaboratively, on the various aspects of a child’s holistic being, then we have half a chance of changing the course of their happiness, engagement and, ultimately, learning while they are in our care.
SEND: start with the basics
This should start with their basic human needs. It might seem obvious, but when we’re experiencing heightened stress levels ourselves, we may not realise that a child is hungry, thirsty, tired or cold. This can also be more difficult to ascertain if the child does not communicate verbally. We may need to respond as we would with a much younger child, using trial and error to work out if basic needs are being satisfied. If they are, then it may be that the child does not feel safe or comfortable emotionally. Are they lacking a sense of belonging?
Reflecting on a child’s sensory responses can also be a powerful source of information. Autistic children, in particular, may be experiencing distress owing to sensory factors. It is not uncommon for children to feel overwhelmed by noisy environments or visually overstimulating spaces. Are there supportive responses we can put in place? Providing accessible quiet areas, or offering ear defenders, can make a considerable difference to a child who experiences sensory overload.
The organisation and structure of our days can also be impactful for children with learning differences. Transition times can lead to distress, so can we make adjustments? Could children who find them distressing get their coats on and head outside five minutes before their peers? Are all transitions absolutely necessary? It can be the case that because we have always organised our day in a particular way, we carry on without considering the possible negative impacts these transitions may have.
Ensuring that a child is able to communicate effectively can also be hugely beneficial. It may be that they are demonstrating distress because no one understands what they want. We can offer opportunities for alternative approaches - like communication books or Makaton signing - but getting to know a child as well as possible in order to understand their individual communication styles can be the biggest game-changer.
We all strive to learn as much as possible about the children in our care, but this is essential if we’re to be able to support those with learning differences or disabilities. Think of it as playing the detective and solving the riddle - it can be so gratifying when we make the breakthrough to better understand the reason a child is acting in a particular way, and even more so when we see them become happier and more engaged. Sounding the alarm is not the only solution for helping our children with learning differences and disabilities to flourish.
Stephen Kilgour is SEND adviser and outreach teacher for The Foundation Stage Forum and Tapestry, and co-author of The Inclusive Early Years Educator
