Kate Coldrick explores SEN interventions, SEND support, evidence-informed practice, reasonable adjustments, and the importance of matching provision to individual needs. A recent evidence summary by Peps Mccrea and Dr Jennifer Barker, 10 Common SEN (Mis)Interventions, has prompted considerable discussion about the kinds of support routinely used for children with special educational needs in mainstream classrooms. … Continue reading SEN Interventions, Evidence and the Problem of the Average Child
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Calm or Camouflage? How Behaviour Policies Misread Belonging
Are “calm” classrooms really inclusive? Why behaviour routines can push neurodivergent students into masking and how schools can design for true belonging.
Rethinking Behaviour and Belonging: Why “What Works” in 2025 Needs to Mean More
In 2025, the government’s behaviour and attendance agenda promises calm, safe, and dignified schools - but for many neurodivergent pupils, “what works” in policy does not translate into belonging in practice. This article explores why behaviour cannot be reduced to compliance, how masking and refusal reveal hidden pressures, and why leadership, consistency, and high expectations … Continue reading Rethinking Behaviour and Belonging: Why “What Works” in 2025 Needs to Mean More
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