According to figures by the UK government, 15.5% of children in a school-age setting have some form of Special Educational Needs and Disabilities (SEND). SEND is a broad concept that encompasses lots of different ways that an individual might learn, move, think and need to be supported differently, and simply defined, it means children and young people who have a significant difficulty with their learning that requires additional help and resources from an education setting.

The Children and Families Act (2014) sets out the legal duties that UK places of education have towards children and young people with SEND, with similar legislation in most of the US, Australia and Canada, and there are many other forms of guidance for schools and colleges on how to make their learning experience as inclusive as possible. However for many students with SEND, although they’re receiving educational support, the educational experience still can feel daunting or isolating at times. As a result of this, their mental health can suffer, and many might feel stressed and lonely, as well as developing more long-term conditions such as depression and anxiety.

One thing to recognise is that mental health problems in schools are not only an issue for learners with SEND. According to a 2021 study by MIND, 3 in 5 young people in secondary schools report receiving no support from the schools for their mental health. 96% of students reported, however, that their mental health had at one point or another affected their school work. It’s a widespread problem, and perhaps set to rise due to the effects of Covid-19 and educational upheaval. But it remains that SEND students often have to deal with learning stresses that their peers don’t often deal with, which can make them more likely to experience problems with their mental health, and indeed, struggle more to maintain a positive attitude towards learning.

Children and young people spend most of their waking life in an educational setting. It is a huge part of how they develop socially and emotionally, as well as progress in their learning. And when mental health problems arise that appear related to their educational life, it can feel like there is little reprieve from the situations that might be triggering these feelings. That’s why it’s important to take an approach of identifying and tackling mental health problems, as opposed to simply seeing how things develop when some of the apparent triggers or stimuli change. Pressure can wax and wane at different points in the school year, and sometimes alleviate when learners change year groups or when immediate exam pressure is over, but it’s important to recognise that many mental health problems are ongoing and will persist or recur if not supported adequately.

There are, however, a number of things that both educators and parents can do to support a learner with SEND who’s struggling with their mental health.

Tips for Parents

Always encourage learners to be open about their feelings, as well as their progress and exam results. Create an emotional landscape where they feel comfortable enough to express negativity and things that they’re struggling with.
The same goes for mental health: having an open and positive dialogue about mental health in your home can make children and young people much more comfortable voicing their worries.
Cultivate a pro-learning culture in the home – reading together, educational days out and learning games are all great ways to support developing skills and can take some of the stress out of the idea of education.
Stay in touch with teachers and SENCos – although often busy, a child’s wellbeing for learning is top priority for these professionals, and they’re a great touchpoint to raise problems or fears that your child might have, as with their expertise they can often action some great fixes that can make all the difference.
Talk openly and often about their learning support, and encourage learners to interrogate whether the support they’re receiving is working for them. For example, some students might find that having an in-person reader to help them with texts feels isolating or like they’re being nannied, so EdTech supports may be a better option.
Always be aware that with mental health problems like anxiety, stress and depression, professional help from doctors and counsellors is potentially a great option, and raise the idea in a comfortable and accessible way- especially if learners are young or struggle with new people or concepts.

Tips for Educators

Create an in-school culture about mental health awareness, and use assembly and PSHCE time to make sure that children are educated to an appropriate level on the idea of mental health and resilience.
Encourage learners to be open about mental health concerns they might be experiencing, and emphasise that teachers and SENCos are there to listen to and support them.
Promote accessibility and activities that all learners, regardless of how they move, think and learn can participate in.
Some students with SEND might be more introverted, struggle with overstimulation, or come across as simply shy: respect boundaries by establishing supervised places to spend break and lunch times that are quiet. Not all children are extroverts and enjoy sports and outdoor play, and forcing interpersonal interaction is likely to have a negative effect on mental health.
Tackle bullying and discrimination head-on, and create an in-school culture where physical disabilities, SEND and neurodiversities are treated with respect.
Create a learning landscape where EdTech and reading supports are normalised.
Encourage mental health first-aid training in the staff body.
Be alert to early signs of mental health problems such as withdrawing, changes in behaviour or even simple things, such as not completing homework or acting differently with their friends.

These kinds of mental health concerns can be amplified if a student with SEND is undiagnosed, or even just not being supported in the right way for the student – and sadly, there are many people in education whose SEND have not been identified and supported adequately.

It is an isolating experience to feel unable to keep up with your peers in class, or struggle with tasks that other learners seem to have no problems completing, and without proper identification and diagnosis it can lead for some learners to the conclusion that they’re ‘just not cut out for school’ or that they’re ‘just not very clever’. In some cases, this can lead to disengagement with learning and problems with behaviour in a classroom setting, as well as furthering those feelings of not fitting in, or frustration at not being able to progress as their peers seem to do. If you’re a parent or educator there are, however, some things you can do to raise the idea of having SEND as a possibility.

Open up a comfortable dialogue with learners about their progress. This is an environment free of judgment and ‘that’s not ideal, is it?’ when talking about test scores – it’s a dialogue in which a learner can be open with you about what they’re struggling with without fear of being chastised.
Make sure that learners are educated to at least some level on the idea of SEND and neurodiversity – often, children and young people are the first to notice that there is a problem somewhere in their learning landscape, and having even a small concept of things like dyslexia, ADHD or autism might make them feel more confident in voicing things to their parents or educators.
Reach out to the other party if you’re concerned: parents and teachers working together often represent the best opportunity for enacting positive change when it comes to identifying SEND and making sure that a learner has all the support that they need to succeed.

If you’re worried about a child or a young person with SEND’s mental health, MentalHealth.org has a downloadable fact pack intended to provide a basic introduction to mental wellbeing, and more specific information on the ideas of building resilience, supporting resources and how to support during a mental health crisis.

There is also help and support available on all aspects of mental health at MIND.