FEATURE: SEND


Children with autism and other SEND conditions exhibit significantly higher rates of food selectivity than their neurotypical peers.


Food selectivity in SEND pupils is multifactorial. Key drivers include: • Sensory sensitivities: heightened responses to taste, texture, smell, and appearance


• Anxiety and need for predictability: unfamiliar foods may trigger distress


• Routine and rigidity: preference for sameness and consistent presentation


• Oral motor difficulties or feeding disorders: affecting ability to chew or swallow


Research indicates that sensory


abnormalities are often the primary predictor of food selectivity, rather than behavioural factors alone.


Nutritional risks of restricted diets Highly selective diets may lack essential nutrients, including vitamins, minerals, and fibre, increasing the risk of malnutrition or imbalanced intake over time.


Food selectivity becomes clinically significant when it leads to poor growth, nutritional deficiencies, or severe restriction (e.g., limited food repertoire or reliance on a single food group).


Schools are well placed to monitor eating patterns, identify concerns early, and collaborate with families and healthcare professionals. The SEND Code of Practice emphasises coordinated support across education, health, and care services to meet pupils’ needs.


Sensory processing and food: why texture matters


Many SEND pupils experience differences in sensory processing. These differences can shape how food is perceived, with texture,


temperature, smell, and appearance all influencing whether a food feels acceptable or manageable.


Research shows that food selectivity is strongly linked to sensory sensitivities. UK- based research with children with autism also found that sensory attributes, texture, colour, smell and presentation all affected food acceptance, with the transition from weaning foods to textured foods reported as the most common feeding difficulty.


In practice, pupils may show strong preferences for: • Soft or smooth foods (e.g., purées) and reject mixed textures


• Crunchy foods while avoiding soft or ‘wet’ textures


• Specific colours or presentation styles • Consistent temperatures


Texture is therefore particularly important, but it sits alongside other sensory features such as colour, odour, presentation and predictability. For some pupils, the way a food looks, smells or is served may be as influential as taste itself.


Refusal as a sensory response Food refusal is often misunderstood as oppositional behaviour. In reality, it is frequently a neurological response to overwhelming sensory input, not wilful defiance. Understanding this distinction is crucial for effective support.


Schools can support pupils with sensory- related feeding difficulties by: • Adapting food presentation where needed (e.g. keeping foods separate where preferred)


• Providing consistent presentation and routines


• Allowing preferred utensils or familiar packaging to support comfort and predictability


• Introducing new foods gradually • Using visual supports • Creating low-pressure mealtime environments


These sensory-based approaches can help improve food acceptance and reduce mealtime stress over time.


Balancing sensory needs with nutrition While sensory preferences should be respected, the aim is to support nutritional adequacy through gradual dietary expansion.


This may involve: • Introducing foods with similar textures, flavours or appearances


• Building on accepted ‘safe’ foods • Gradually increasing food variety at the child’s pace


• Focusing on progress rather than perfection


A gradual, individualised approach is more likely to support sustainable improvements in dietary variety and nutritional intake. Healthy eating in SEND schools requires a shift from rigid standards to flexible, individualised approaches. Evidence shows that prioritising intake, understanding sensory needs, and addressing food selectivity are essential to supporting pupils’ health and wellbeing. Nutrition plays a valuable role in supporting energy and learning, but it should be integrated within broader behavioural and educational strategies. Ultimately, success lies not in achieving dietary perfection, but in ensuring that every child can eat safely, comfortably, and sufficiently within a supportive environment.


34 www.education-today.co.uk


October 2026


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