Special Educational Needs Coordinators (SENCOs) play a crucial role in supporting students with diverse educational needs, working tirelessly to ensure that these children receive the appropriate resources and interventions. However, the mental health of SENCOs has become a pressing concern, as increasing workloads, emotional demands, and systemic challenges take a toll on their wellbeing.

The landscape of Special Educational Needs (SEN) is often shrouded in misconceptions that can hinder understanding and support for individuals with diverse learning requirements. These myths can affect how parents, educators, and policymakers view and interact with the SEN system, ultimately impacting the lives of children and young people who need support. This blog aims to debunk some of the most prevalent myths in the SEN system, promoting better awareness and understanding among stakeholders.

The delayed release of the Special Educational Needs and Disabilities (SEND) review white paper has created significant challenges for local authorities in managing Education, Health, and Care Plans (EHCPs). This situation has led to rising tensions and frustrations among parents, educators, and advocates, as local authorities grapple with unclear guidelines and increased pressure on resources.

Transitioning between phases of education can be an exciting yet daunting time for children with Education, Health and Care Plans (EHCPs). As they move from primary to secondary school or from secondary to post-16 education, various changes can impact their emotional and academic journeys. Understanding the phase transfer process is crucial to ensuring these transitions are smooth and supportive.

On 18th September 2025, the Education Committee published its Solving the SEND Crisis report. At The SEN Expert, we were struck by both the honesty of this document and its urgency. It doesn’t shy away from the truth: the system is broken, families have lost trust, and professionals are working within structures that simply cannot cope. But it also sets out practical, long-term solutions. The question is—will government finally listen?

School attendance is an important aspect of a child’s educational journey, but for children with Special Educational Needs and Disabilities (SEND), maintaining regular attendance can present challenges. As a parent, understanding these challenges, knowing your child’s rights, and working collaboratively with schools can help create a positive and inclusive learning experience.

Mainstream schools are inclusive environments where children with a variety of needs can learn and thrive alongside their peers. However, it’s important to recognize that children with Special Educational Needs and Disabilities (SEND) may need additional support to help them succeed. The good news is that simple strategies can make a big difference in supporting SEND children in a mainstream setting. Whether you’re a parent or a teacher, there are easy ways to make learning more accessible and enjoyable for children with SEND.

 Is Your Child on the SEND Register but Doesn’t Have an EHCP? Here’s What You Should Expect

If you're a parent of a child with Special Educational Needs and Disabilities (SEND), you may be familiar with the Education, Health, and Care Plan (EHCP). While the process of getting one in place can seem like a lot of paperwork, meetings, and jargon, it’s one of the most important tools you have to ensure your child receives the right support at school, home, and in the wider community.

If you’re a parent of a child with Special Educational Needs and Disabilities (SEND), you might have heard about the Children’s Wellbeing and Schools Bill, introduced in December 2024. But what does it actually mean for you and your child? ‍