SEND
Supporting EAL learners who have SEND: building integrated approaches in schools
KATHERINE SOLOMON, Head of Training at The Bell Foundation, discusses how schools can identify and support learners with SEND who speak English as an Additional Language (EAL).
In classrooms across England today, multilingualism is becoming the norm. More than 1.7 million children use English as an Additional Language (EAL), and within this group some will also have special educational needs or disabilities (SEND). Recent Department for Education figures suggest nearly 270,000 pupils are identified as both EAL and SEND, though the true number is likely higher, as many remain unrecognised.
This presents schools with both opportunities and challenges. On
the one hand, multilingualism brings rich cultural and linguistic diversity to the classroom. On the other, the overlap between EAL and SEND raises important questions about how schools identify and support learners. Misunderstandings persist: EAL is not itself a special educational need, but some EAL pupils will, like their peers, have a SEND. The challenge is ensuring schools do not misidentify language needs as SEND, overlook needs that require targeted support, or conflate the support provided for EAL with that provided for SEND as the needs are distinct. The Bell Foundation’s guidance on integrated EAL and SEND provision offers schools practical tools to help address these challenges. Drawing on that guidance, as well as wider sector evidence, this article explores common misconceptions, how schools can better identify SEND in EAL learners, and what a whole-school approach might look like.
Misconceptions around EAL and SEND
Understanding the distinction between language acquisition and SEND is essential for ensuring that all learners receive appropriate support. For
pupils who use EAL, features such as limited vocabulary, lack of confidence speaking, or challenges engaging in lessons can sometimes resemble indicators of SEND. However, these are often typical aspects of learning a new language rather than signs of cognitive or developmental delay.
According to the Education Policy Institute’s Identifying SEND report (2025), three key challenges have emerged in this area:
• Misidentification of Speech, Language and Communication Needs (SLCN). Learners with EAL are more likely to be identified with SLCN, even when their difficulties stem from the natural process of acquiring English. This overlap can lead to inaccurate labelling, particularly in the early stages of language development.
• Under-identification of SEND needs. At the same time, children facing language barriers are less likely to be identified with SEND across all age groups. This suggests that language differences may mask underlying needs, resulting in missed opportunities for timely intervention.
• Barriers linked to late arrival and mobility. Pupils who enter the English school system after Year 7, often due to migration, are disproportionately represented among those accessing mental health services (CAMHS) without a formal SEND diagnosis. This points to the impact of disrupted educational pathways and limited time for assessment, which can hinder access to appropriate support. These overlapping risks highlight the importance of nuanced, culturally and linguistically informed approaches to identification. Addressing them requires more than awareness; it calls for practical changes in how pupils are assessed and supported.
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www.education-today.co.uk
October 2025
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