FEATURE: SEND
What ‘healthy eating’ looks like in SEND schools
and dairy. However, emerging research shows that these standards do not always translate effectively in Special Educational Needs and Disabilities (SEND) settings, where students may have sensory sensitivities, restricted diets, or medical needs.
Evidence from UK research highlights that even defining ‘good food’ in SEND schools is complex, with practitioners noting that rigid adherence to standards can result in food refusal or children going hungry. This reinforces the idea that one-size-fits-all nutrition approaches are unsuitable and must be adapted to individual needs.
Balancing nutritional ideals with real- world acceptance
E
ducation Today hears from Helen Whitby, AfN Registered Nutritionist at
apetito.
Traditional models of ‘healthy eating’ in schools are based on population-level guidance such as the UK School Food Standards, which promote balanced diets including fruits, vegetables, starchy carbohydrates, protein,
While schools aim to meet nutritional guidelines, practical success depends on whether pupils actually eat the food provided. Access to familiar or ‘safe’ foods, often those a child reliably accepts, can be essential for emotional regulation and participation. Research also shows that small
environmental adaptations, such as consistent presentation or predictable routines, can significantly improve eating behaviours and reduce anxiety during mealtimes. This highlights a key principle: nutritional quality is
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www.education-today.co.uk only meaningful if the food is eaten.
Prioritising intake over perfection In SEND settings, prioritising intake is often more important than achieving an ideal dietary profile. Restrictive diets may place pupils at risk of undernutrition if intake is too limited. Consequently, practitioners are encouraged to adopt a ‘food-first, intake-first’ approach, where ensuring sufficient energy and nutrients takes precedence over strict adherence to dietary models.
Success should be measured not only by what is offered but by outcomes such as improved intake, reduced distress, and gradual dietary expansion. Schools play a key role as both providers of nutrition and environments for skill development, influencing health, learning, and wellbeing.
Understanding food selectivity in SEND pupils
Food selectivity refers to a limited acceptance of foods, often characterised by strong preferences for specific textures, colours, or types of food, and refusal of others. It differs from typical picky eating in its severity, persistence, and impact on nutritional adequacy.
October 2026
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