Children with Special Educational Needs and/or Disabilities, (SEND), have a higher rate of persistent absence from school than their peers. Children with an Education Health and Care Plan, (EHCP), make up 4% of all pupils, but 12% of persistently absent pupils. (Statistics taken from The Centre for Social Justice, ‘Lost but not forgotten’ paper of January 2022)
Absence rates for pupils in July 2023 were 13.2% among pupils with an EHCP, and 6.8% amongst their neurotypical peers.
In spite of the additional needs of pupils with EHC Plans being identified, and the provision to meet their needs put into place, a significant number of these children are still unable to attend school. More needs to be done to ensure these ‘lost’ children feel comfortable in mainstream settings and are able to access an appropriate education.
For example, the characteristics of Autism Spectrum friendly schools might include: –
- A whole school culture of inclusion. Everyone in the school is committed to inclusion, with SEND and anti-bullying policies adhered to consistently. Outside specialist support is welcomed, and the school is open minded about additional therapies: yoga, music therapy, mindfulness, exercise breaks, meditation and connection with the natural world.
- Generous amounts of staff training are provided. Teaching and support staff are knowledgeable about SEND, with information about individual pupils shared regularly.
- A flexible approach is taken to provision. For example, consideration is given to the number of subjects a pupil will take, additional IT resources are readily available for all, the school has a flexible attitude towards school uniform and realistic homework expectations.
- Support is given to enable pupils to develop emotional regulation. Staff support strategies to help pupils to self-regulate. They help pupils to understand their emotions and suggest appropriate calming methods.
- Good lines of communication are maintained between child, family and school. Parents are seen as partners and pupils are involved in decision making.
- Comprehensive mentoring and pastoral systems are in place. The child has easy access to safe spaces for relaxation and named adults for mentoring. The school will use specialist programmes when required, for example: CBT, Zones of Regulation or Social Stories.
- A culture of mutual respect Is expected from all pupils. A wide range of different buddy systems is available to all.
- Accommodation is made for sensory sensitivities. Pupils are encouraged to use ear plugs, coloured overlays, to wear sunglasses indoors or noise cancelling headphones, Pupils can participate in alternative activities during break and lunch hours.
- There is a focus on pupil self-esteem. Special interests are celebrated. There is an emphasis on what the child can do, rather than what they can’t.
- The child is encouraged to develop self-advocacy. When a pupil is able to verbalise their opinions, feelings and emotions, their frustration will be reduced.
PS. The characteristics of Autism Spectrum Friendly Schools will be the same as the characteristics of Child Friendly Schools.
Pat Guy Education Specialist & Author 