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working in send is difficult due to lack of finances but also the child themselves. many wont want to engage if what your teaching is something they find difficult or its not to do with their particular special interests. Behaviour can be quite challenging to manage. For example, trying to deal with an autistic childs meltdown without harming them further is hugely difficult issue. If the child is hitting themselves, how can you stop this? your first thought is to grab their hand to stop them, but a parent hears of this or student themselves may accuse you of unlawful restraint or assault. So how do you stop the child harming themselves? theres no clear answer and lack of training doesnt make this easier for teachers of sen students.

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getting the parent on board with help. Especially those who have negative experiences of education and safeguarding themselves. In particular, getting onboard parents with mental health issues may be difficult as they may be scared their children will be taken away, they may not even understand why they need help as they see everything their child deals with as normal, and lastly, they may not have the ability to comprehend wthat their mental health effects anyone but themselves so will be in denial that their child is effected by them and needs help. To many parents, admitting they need help is offensive as they see it as being told they are a bad parent for causing their child to feel, behave and struggle in the way they are. Often the child desperately wants the help but parents encoruage their child to hide their issues for a multitude of reasons. This is a major reason why young carers in education is a hidden endemic.

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lack of staff protection + training when child disregulate

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Be aware of the difficulties that the child and the family face. communicate and support the whole family.

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not enough training

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Stress, Funding

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lack of resources, speed of adapting

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Burnout

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Balancing pushing the child enough to help them and not pushing too far that they retract

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parents being in denial

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The support/ lack of a professional working in SEND and mental health receives

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communication

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Building trust

Maintaining confidentiality where appropriate

Making safeguarding referrals where needed

Awareness of flexing,changing support

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Seing the difficulties that the students and families face

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Keeping the trust while doing what you can for the child

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confidentiality

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Teachers experience a range of challenges in supporting pupils with SEND:

Basic literacy and numeracy skills with older pupils that need to be addressed

Behaviour issues from pupils due to their conditions e.g. autism or mental health conditions.

Little resources to support students e.g. time

Building the confidence of the students and the teachers.

Overcoming memory and processing difficulties

Dealing with the complexity and diversity of needs

Overcoming this could involve:

·      Consider promoting the wellbeing of the teacher

·      Early identification of special educational needs can help to minimise the amount of time taken in the implementation of the educational plans

·      The school should intervene with a full group of members of staff involved in the education of the child and with a good plan.

·      Involve the parents in identifying how to better support their child