SEND Take it outside


REBECCA SMITH, Executive Headteacher at Ethos Academy Trust, shares her insights into the value of outdoor learning education for children with SEND.


As educators, we all know the benefits of outdoor learning for all our children. For those of us working within SEND settings, we also know that outdoor learning is a hugely beneficial and essential part of our curriculum and school day. With risk assessments in place, being outdoors provides plenty of space for physical movement that can be challenging


indoors. It offers a sensory-rich environment and provides a wonderfully calming space for children to process their emotions.


At Reach Academy, our Key Stage 3 school based in West Yorkshire, our children have often had a negative experience of school. In fact, some have been excluded from mainstream education and come to us completely disengaged with learning, particularly in a typical classroom setting. For these children, our outdoor learning sessions offer them a totally fresh perspective. As part of our rich curriculum, we provide outdoor activities every day, because we know that practical, hands-on learning through play, in a safe environment in the fresh air, helps them to regulate their emotions.


Throughout the day, our school dog, Luna, is a wonderful companion and a calming influence for our children. They learn to care for her and soon develop high levels of responsibility. She accompanies them whenever they spend time in our forest area, and motivates them when out in the local community. Our children, who have previously not wanted to pick up a book, often like to read to Luna outside in one of our reflection spaces.


These are some of the key things I would recommend you consider when planning an outdoor activity for children with SEND:


• Plan your outside learning time wisely. Children with SEND typically like routine and respond better to clear instructions, so take time to explain expectations and provide step-by-step guidance throughout.


• Children have a range of unique and complex needs, therefore, it’s important that the outdoor activities you choose can be adapted to meet every child’s needs. Discuss your outdoor learning activities with your SENCO so they can be designed to cater for the specific needs of your SEND learners


• Safety is always the main priority and there should be appropriate risk assessments in place and ample members of staff on hand who are trained to support the children properly. Safety equipment should be tested and to hand.


• Make sure the environment and activities are accessible for children with varying physical abilities – ie is the terrain suitable for wheelchairs


• Children with SEND may have sensitivities to bright lights, particular noises or even different textures, so it is important to observe their reactions throughout and enable them to take breaks when they get over-stimulated.


• Creating quiet and calming spaces for reflection is just as important as the sensory-rich areas the outdoors affords.


• Introduce new activities to small groups or even one-to-ones where possible. With careful planning, outdoor learning activities can really help build confidence in children who find social interaction challenging. It’s important to monitor their interactions and provide support where needed to help resolve any issues.


• Closely observe each child’s emotional responses and assess how they are responding to each activity and be ready to modify as necessary.


Children with SEND are often weighed down with their emotions, and learning through play is a wonderful way to encourage a sense of freedom, connection and belonging. So make it fun!


To find out more, visit www.eat.uk.com June 2025


Are we becoming a more neurodiverse nation?


EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, discusses the implications of the rapid increase in the number of people seeking diagnoses for neurodiverse traits.


A growing number of children,


young people and adults in the UK now see themselves as neurodivergent. Data from the NHS highlights this trend with over 200,000 people waiting for a diagnosis as of December last year - an 82% increase from two years ago. This escalating demand has led to significant delays, with many people waiting well beyond the recommended 13-week period for assessment. Even with options such as, the NHS’ Right to Choose - giving individuals in England the legal right to decide which hospital or service they are referred to by their GP, and allowing them to choose their provider if they feel waiting lists are too long - the waiting times for ADHD and autism assessments average a year. Statistics imply that we have moved from a society where only 6.7% of the population were identified as neurodivergent in 2000, to one where now up to 20% of the population consider themselves to have some form of neurodiversity. Will we soon be in a position where the neurodiverse becomes the neurotypical? Research by cognitive neuroscientist Professor Francesca Happé from King’s College London, highlights a societal shift in the perception and identification of neurodivergence. Happé suggests this is partly due to reduced stigma, with more individuals pursuing formal diagnoses for conditions such as autism, dyslexia, and ADHD – and many choosing to self-identify as neurodivergent without seeking formal diagnoses. This trend suggests that neurodivergent individuals may now outnumber those who are neurotypical.


While this reflects a positive societal move towards greater awareness, understanding and inclusivity – the research also comes with a note of caution; behaviours once viewed simply as quirks or individual eccentricities, may now be regarded as neurodivergent traits and medicalised. So there is a need to balance recognition and support for neurodivergent individuals, with careful consideration to avoid unnecessary labelling. Receiving an autism diagnosis is a crucial step in accessing the right support. An assessment helps identify an individual’s needs, and although support shouldn’t depend on a diagnosis, many people are told they need one to access services. Without the right support, many autistic people can face significant challenges in school, often leading to mental health issues such as anxiety or depression, and in severe cases, reaching crisis point and requiring hospitalisation.


As our understanding of neurodiversity evolves, it calls for a nuanced approach that respects individual differences, while ensuring access to appropriate resources and support systems. After all, if education is tailored to an individual’s needs, regardless of a diagnosis, this will ultimately lead to successful outcomes.


To find out more, visit www.optionsautism.co.uk www.education-today.co.uk 23


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