SEND


Food, feelings, and flexibility: supporting neurodivergent children’s health in schools


Dr FREYA SPICER-WHITE, Chief Clinical Officer at Outcomes First Group, shares her insights.


The latest National Child Measurement Programme data revealed that 10.5% of children aged 4–5 in England were classified obese in the 2024–25 academic year. This percentage is concerning; and these statistics must be approached in a manner that is respectful, does not condone body shaming and balances the real health concerns (including cardiovascular, respiratory and metabolic issues) associated with obesity. As a Clinical Psychologist,


who has dedicated their career to the neurodivergent population, I have considered the implications of this new data through a neurodivergent lens.


Firstly, neurodivergent children are at greater risk, research published in The Lancet (Flint et al., 2024) show that neurodivergent children are 64% more likely to experience obesity, with this risk rising to 70% with a co-occurring learning disability. Meta-analyses show that 21.8% of autistic individuals and 14.7% of those with ADHD are living with obesity.


Secondly the reasons a neurodivergent child may be more likely to experience obesity are multi-faceted. Their sensory sensitivities may make certain food textures, tastes and smells intolerable, so a child may have a limited diet. They may display a preference for ultra- processed foods, because let’s face it, a chicken nugget is generally more consistent, predictable and palatable than a sprout.


A neurodivergent child’s level of physical activity may also be reduced; they may find some movement difficult because of proprioceptive differences, or they may be less interested in physical activity because it is not intrinsically motivating for them. Many might find traditional team sports overwhelming or inaccessible.


For many their ‘safe’ foods and preference for sedentary activities offer comfort in a world that feels socially and sensorily overstimulating. Given these realities, schools have a vital role in promoting health in ways that are non-judgmental, flexible, and affirming.


What can schools do?


Avoid framing food or exercise using moral terminology (e.g. ‘good’ vs. ‘bad’ foods). Instead, foster curiosity and exploration around food and movement. Asking questions such as “what shall we give a try?” can be useful; as well as making expectations clear, helping a pupil to understand that a gentle walk outside is not a fast-paced marathon.


Provide healthy alternatives without pressure. Rather than making a big deal at lunchtimes about eating healthily, the lunch menu could include visual symbols to support children to make healthy choices. New foods can also be trialled outside of mealtimes in the classroom, thus removing the pressure to eat and allowing children to try even the tiniest amounts.


Support children to find what movement they enjoy, whether that’s dancing, swimming, walking, or solo play. Avoid forcing participation as this can be distressing. Many of our Outcomes First schools start their school day with a Morning Mile so movement is automatically incorporated.


Schools are uniquely placed to support children’s health, both physical and mental, in ways that honour a person’s neurodivergence, reduces stigma around weight, and prioritises wellbeing. Neurodivergent pupils will benefit when health education is approached with nuance,


compassion, and flexibility.. December 2025


Supporting the rise of SEND in early years: strategies for inclusive practice


LUCY SAVAGE, EYFS Associate for Transform Trust, tells us more.


In recent years, there has been an increase in the number of children identified with Special Educational Needs and Disabilities (SEND) in early years settings. This rise reflects both improved awareness and earlier identification, but it also presents new challenges for schools striving to provide inclusive, nurturing environments. So, how can schools respond effectively?


Establishing clear and predictable routines. One of the most powerful tools


for supporting SEND children is the use of clearly established classroom routines. Predictability helps reduce anxiety and supports children in understanding what’s expected. From arrival to home time, routines should be consistent, visual, and reinforced daily. For children with SEND, transitions can be particularly challenging, so routines around key moments – such as snack time, tidy-up time, and registration – should be broken down into manageable steps.


Visual prompts, PECS and ‘Now and Next’ boards. Visual supports are essential for many children with SEND. Now and Next boards provide a simple way to show what’s happening now and what’s coming next, helping children prepare for transitions. The Picture Exchange Communication System (PECS) is another effective tool, allowing children to communicate using visual symbols. PECS promotes independence and reduces frustration, particularly for non-verbal children. Similarly, objects of reference – real items linked to routines or activities – can help children understand what’s coming next and feel more secure. Social stories for everyday routines. Social stories are short, personalised narratives that help children understand social situations and routines. They’re particularly effective for supporting children with autism or social communication needs. Stories about everyday activities – like snack time, lining up, or going to the toilet – can help children anticipate what will happen and how to respond. These stories should be revisited regularly and adapted to suit individual needs. Sensory circuits and regulation strategies. Many SEND children benefit from sensory circuits – short, structured physical activities designed to help regulate sensory input and prepare children for learning. These circuits can include calming, alerting, and organising activities, and are most effective when tailored to individual sensory profiles. Incorporating sensory breaks into the school day can help children manage their emotions and stay engaged in learning. Ensure there is a calm area within continuous provision for children to use when dysregulated. Makaton and language-rich environments. Makaton, a language programme using signs and symbols, is a valuable tool for supporting communication in early years. It enables children with speech and language difficulties to express themselves and understand others. When used consistently across the setting, Makaton promotes inclusion and helps all children develop communication skills. Alongside Makaton, creating a language-rich environment – where adults model vocabulary, narrate play, and encourage conversation – is essential for developing expressive and receptive language for all children. Working with families. Parents and carers are experts on their children, and working collaboratively helps break down barriers and build trust. Schools should offer support and guidance, listen actively, and involve families in decision-making. Regular communication, shared strategies, and joint problem-solving create a united front that benefits the child. Additionally, make contact with your SENDCO for advice, support and guidance.


Inclusive strategies designed for SEND children often benefit the entire cohort. Visual timetables, sensory spaces, and structured routines support emotional regulation and independence for all learners. These approaches foster empathy, clarity, and confidence, creating a setting where every child can thrive.


For further guidance and resources, teachers and leaders can turn to Dingley’s Promise, a charity dedicated to supporting children with SEND in the early years. Their website offers training, toolkits, and practical advice for inclusive practice, making it a valuable resource for whole-school development: dingley.org.uk


www.education-today.co.uk 21


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