SEND
Exam season: why wellbeing and emotional regulation matter
SIMON BRADSHAW, Learning Design and Curriculum Specialist with Avantis Education, shares his thoughts.
Across the UK, the summer term brings a noticeable shift in energy as learners and educators navigate one of the most demanding periods of the academic year – exam season.
By the time this article reaches readers, many pupils will already have completed some of their most significant exams. Others will still be preparing for assessments or processing the emotional impact that follows weeks of revision and performance pressure. But one thing remains consistent: exam season places demand not only on academic ability, but also on focus, emotional regulation and resilience.
As a former teacher, I remember this period well. Learners who were usually confident became quieter. Others found it harder to concentrate, more easily overwhelmed by noise, transitions, or simply the pressure of wanting to do well. For pupils with SEND, these pressures are often magnified.
Many learners with additional needs are managing challenges around attention, memory, sensory processing or emotional regulation, while also navigating the expectations that come with formal assessment.
What exam season consistently reinforces for me is that academic achievement and wellbeing cannot be treated as separate conversations. For learners to think clearly, recall knowledge and engage confidently, they first need to feel calm, safe and regulated.
The encouraging news is that meaningful support does not always require large-scale intervention. Often, small, intentional practices make the biggest difference.
Gradual exposure to exam conditions, low-pressure retrieval practice, predictable classroom routines and clear reassurance can all reduce anxiety. Equally important is ensuring pupils know how to access
support throughout the process. After assessments, giving learners space to decompress before returning to the rhythm of school life can also have an impact.
Strategies designed to support learners with SEND often benefit every pupil. Emotional regulation, structured support, and psychologically safe learning environments become universal needs during periods of heightened pressure.
This is where immersive technology is beginning to play an increasingly valuable role. From my experience working with schools, virtual reality is supporting learners in two interconnected ways: academically and emotionally.
From a learning perspective, immersive technology can make revision and curriculum content more tangible, allowing students to explore and interact with concepts rather than simply reading about them or watching a video. For some learners, particularly those who struggle to engage with abstract ideas, that shift from passive to active learning can improve engagement and understanding.
In the context of exam season, carefully selected, regulating immersive experiences can also provide purposeful moments of calm within the school day. Short, guided VR activities may help reduce stress and anxiety without requiring learners to leave the classroom for extended periods.
Immersive technology, such as ClassVR, when used with clear pedagogical intent, offers schools another practical tool to support learners in the moment, helping them regulate emotions, rebuild focus and return to learning with greater confidence.
Exam season is about more than results day. It’s an opportunity to reflect on how schools support the whole learner. When wellbeing, emotional regulation and inclusive practice are priorities alongside academic preparation, learners are better equipped not only to perform but to navigate challenges with confidence and resilience – long after exams have ended.
How an immersive room is transforming education at JFK Special School
A new immersive learning environment at JFK Special School, part of the Learning in Harmony Trust, is demonstrating how purpose-designed spaces can enhance engagement, communication, and accessibility for pupils with special educational needs.
Developed as part of a new-build extension, the immersive room combines projection, interactive flooring, and sensory elements to create a flexible, multi-sensory space tailored to the needs of its learners. The project reflects a growing shift across education towards environments that support experiential learning and more personalised approaches to teaching.
The immersive space integrates a range of technologies to create an engaging and adaptable environment for both pupils and staff. Key features include:
• three-wall panoramic projection, surrounding learners with visual content to support focus and immersion;
• interactive floor technology, encouraging movement, collaboration, and active participation;
• multi-sensory elements, including audio, scent and wind, adding depth and realism to different learning scenarios;
• intuitive controls, enabling staff to manage the space easily and consistently.
Together, these elements enable pupils to explore a wide range of experiences, from virtual environments to sensory-led activities, helping to make learning more accessible and meaningful.
June 2026
While still in its early stages, the immersive space is already being used to support a variety of learning activities, from interactive lessons to calming sensory sessions. Its flexibility allows staff to adapt the environment to suit different groups and objectives, whether focusing on curriculum delivery, exploration, or emotional regulation.
The project also highlights a wider trend across school trusts, where immersive environments are increasingly being explored as a way to enhance engagement and support inclusive practice. Delivered in collaboration with immersive and sensory
technology specialists Aurora, and as part of a wider partnership approach within the trust, the installation reflects a continued move towards integrating technology with teaching methods to create more responsive learning environments.
www.education-today.co.uk 19
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