Stumble onto almost any school website in the UK and you’ll probably spot this old beauty…
“Every teacher is a teacher of SEND.”
It’s a powerful statement that signals inclusion and suggests a whole-school commitment.
But here’s the sad truth:
A slogan without action is just website decoration. Oooooph…. I know!!! A few very well-chosen words on a website mean nothing unless they translate into everyday practice, real change, and lived experience for the children who need it the most and, sadly, we are seeing that all too often, they don’t.
When Inclusion Becomes a Buzzword Instead of a Practice
Schools rarely want to fall short. Many care deeply, but good intentions aren’t the same as meaningful support.
What commonly happens is this:
- Staff understand SEND in theory but they haven’t necessarily had practical training. They haven’t FELT the harsh reality of a child in crisis.
- Equality is confused with equity (“we treat everyone the same, so it’s fair!”). I HATE THIS!
- Systems rely on posters, policies, and taglines instead of consistent classroom strategies and regular up to date, emotionally intelligent training.
- Neurodivergent children are supported reactively, not proactively.
- A child’s sensory, learning, or communication needs are “known” but not embedded into daily teaching.
So, guess what happens?
Children mask, parents chase, teachers firefight… and the phrase “every teacher is a teacher of SEND” becomes nothing more than marketing language or self protection when the inevitable complaints come in!
However, it doesn’t have to be this way. We really want to change the narrative and make that change a long lasting one!
Equality vs. Equity: Where So Many Schools Still Get Stuck
Equality is giving every child the same thing.
Equity is giving every child what they need to access learning.
From a disability perspective:
- Equality says: “Everyone gets 30 minutes to complete the worksheet.”
- Equity says: “You can have extra thinking time, use a laptop, or a reduced task so you can show your learning in a way that works for you.”
- Equality says: “Everyone sits still and listens on the carpet.”
- Equity says: “You can use a wobble cushion or work standing up if that supports your regulation.”
Schools often believe they are promoting fairness by treating everyone the same, but fair does not mean identical. Fair means accessible, achievable, and humane.
We have always told our children that “fair isn’t everyone getting the same, it’s everyone getting what THEY need!
Understanding this is the foundation of true inclusion.
So What Does a Truely Neuroaffirming School Look Like?
A neuroaffirming school doesn’t try to “fix” neurodivergent children or make then fit into the same routines and learning styles. It adapts the environment so the children can thrive, as individuals! In practice this may look like…
Sensory needs being acknowledged and not dismissed
- Ear defenders available without needing a permission slip
- Access to quiet corners
- Flexible seating
- Movement breaks used when needed, not just stuck onto a schedule at a teachers convenience.
Visual tools are used across the whole school As Standard
Not just for “SEND children,” but for everyone.
- Now/Next boards
- Visual timetables
- Colour-coded instructions
- Task breakdowns
- Emotion wheels
Staff FULLY understanding that behaviour is communication
Meltdowns aren’t “naughtiness”.
Shutdowns aren’t “defiance”.
Fidgeting isn’t “poor attitude”.
Instead, staff look for the unmet need underneath.
Language is supportive and affirming, not shaming
No more:
- “You just need to try harder.”
- “You need to sit still.”
- “Everyone else can do it.” (Hard to believe but I have heard all of these!)
Instead:
- “What do you need so I can help you get started?”
- “Do you want this broken into steps?”
- “Would a quiet space or class den help you?”
Adults model emotional regulation
A dysregulated adult cannot regulate a dysregulated child.
Training matters — but so does culture. No neurodivergent child thrives under a “shouty” or quick to temper teacher!
Parents are partners, not problems
Meetings should be collaborative, not confrontational. These parents are probably terrified for their children’s future and have been consistently let down by a broken system. Believe me when I tell you… It’s ALOT!
Concerns are listened to, not dismissed.
Support plans are co-created, not imposed. Peer support is EVERYTHING!!!!
So How Schools Can Turn That Famous Buzz Phrase Into Real Action ?
Here are practical ways that schools can ensure that saying “every teacher is a teacher of SEND” is a genuine statement and not just a cool thing to say!
Whole-school CPD that is practical, not theoretical
Teachers need real strategies they can use tomorrow morning — not 50 pages of PowerPoint definitions. Anyone can Google, it’s lived experience where the real learning happens.
Consistent tools in every classroom
Imagine if every classroom used:
- Visual timetables
- Clear task breakdowns
- Sensory-friendly options
- Predictable routines
This transforms inclusion.
Student profiles used daily, not gathering dust in a file
Teachers and TA’s should be able to glance at a child’s profile and know exactly how to support them. We have created you an example for this a little further down 🙂
Neuroaffirming policies, not punitive ones
This means rethinking:
- Zero-tolerance behaviour systems. It’s not the 80’s! If I hear “we have a one size fits all policy” – I may need wine!!!
- Break detentions. That’s their regualtion time. Be more proactive and less reactive!
- “No movement during lessons” rules. Movement needs don’t follow a schedule people!!!
- Blanket bans on sensory tools. Again… WHY?!
Regular communication and RESPECT between staff, SENCOs, and parents
Support should evolve with the child — not be set once and forgotten. For heavens sake, LOOK AFTER AND LISTEN TO YOUR SENCO’S… THEY ARE EVERYTHING!!!!!!
Individual Student Profile, Our Student One Pagers
Below is our example of a student profile that a teacher could keep to hand or have easily accessible for new TA’s or supply teachers. We call it the “one pager” because it hits the key points FAST!
This is the type of tool that turns inclusion from intention into impact.
Because Inclusion Isn’t a Tagline — It’s a Culture
A school cannot call itself inclusive because it says the right words. It becomes inclusive when children feel safe, understood, supported and valued for who they already are.
“Every teacher is a teacher of SEND” should be more than a trending phrase, it should be a promise — backed up by action, training, compassion and a willingness to rethink the old systems.
Neurodivergent children deserve nothing less. School is tough enough, when you are neurodivergent… its a whole other level!
When we support our awesome students and staff properly, the whole school benefits.