What is SEND? A Complete Guide to Teaching in SEND

SEND stands for Special Educational Needs and Disabilities.

In education, SEN/SEND describes children and young people who have a learning difficulty and/or disability that means they need additional or different support to access education and thrive.

If you’re new to SEND education, considering moving from mainstream education into a specialist setting, or you’re looking for SEND roles in the UK, you’re in the right place.

Here we cover:

1. What SEND/SEN means in the classroom
2. How SEND support works in schools
3. Teaching in SEND
4. How to start a career in SEND

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What SEND/SEN means in the classroom

A child or young person may have special educational needs if they have a learning difficulty or disability that requires special educational provision to be made for them. SEND can affect how someone learns, communicates, interacts with others, manages emotions, develops physically or accesses their learning environment.

This can include (but isn’t limited to):

• Learning difficulties, such as dyslexia or dyspraxia
• Social, emotional and mental health needs
• Speech, language and communication needs
• Autism spectrum conditions
• Physical or sensory disabilities, including visual or hearing impairments

Every child and young person is different. Two pupils with the same diagnosis may have very different strengths and support requirements, which is why effective SEND education focuses on the individual rather than the label.

SEND also comes with a lot of terminology, particularly when you’re new to the sector. If terms like EHCP, SLCN, SEMH and SENCO are unfamiliar, our special needs education acronyms cheat sheet breaks down the key SEND terms and abbreviations you’ll hear in schools.

The Four Areas of SEND

The SEND Code of Practice identifies four broad areas of special educational need.

1. Communication and interaction

Children and young people may need additional support with speech, language, communication or social interaction.

This can include pupils with speech, language and communication needs (SLCN) and autistic pupils.

2. Cognition and learning

Some pupils may learn at a different pace or need additional support to access the curriculum.

This can include specific learning difficulties such as dyslexia, as well as moderate, severe or profound and multiple learning difficulties.

3. Social, emotional and mental health

Social, emotional and mental health (SEMH) needs can affect a pupil’s wellbeing, relationships, engagement and ability to learn.

Support may include predictable routines, relationship-based approaches, emotional regulation strategies and individualised interventions.

4. Sensory and/or physical needs

Some pupils have sensory or physical needs that affect how they access education.

This can include visual impairment, hearing impairment, multi-sensory impairment and physical disability.

Importantly, these areas can overlap. A pupil may have needs across several areas, so good SEND practice looks at the whole child or young person rather than placing them neatly into one category.

 

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How SEND support works in schools

SEND support isn’t one-size fits all. Many children and young people with SEND attend mainstream schools and receive support through adjustments, targeted interventions or 1-1 support. Others may attend specialist provisions or special schools.

Schools commonly use a graduated approach:

Assess → Plan → Do → Review

This means identifying a pupil’s needs, planning appropriate support, putting that support into practice and reviewing its impact.

Some children and young people with more complex needs may also have an Education, Health and Care Plan (EHCP).

What is an EHCP?

An Education, Health and Care Plan (EHCP) is a legal document for a child or young person whose education, health and/or care needs require more support than would ordinarily be available through SEN support.

It sets out the child or young person’s needs, desired outcomes and the provision required to support them.

For SEND educators, the important thing isn’t to know every detail of an EHCP before starting a role. It’s to understand the individual pupil, follow the strategies and provision relevant to your role, and work closely with the wider team supporting them.

Types of SEND school settings

Children and young people with SEND can learn in different settings depending on their individual needs and the support they require.

• Mainstream schools – pupils learn alongside their peers, with additional SEND support or adaptations where needed.
• Special schools – specialist environments designed for pupils with more complex or specific needs.
• SEND units or resource bases – specialist provision within or alongside a mainstream school.
• Alternative provision – education outside mainstream settings for pupils who benefit from a different approach to learning.

Each setting can feel very different to work in, from the structure of the school day to class sizes, routines and the level of individual support pupils may need. This introduction to teaching in SEND settings explains what to expect and how working in SEND can differ from a mainstream classroom.

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Teaching in SEND

Depending on the setting, being a SEND educator can involve:

• Adapting lessons and resources
• Creating accessible learning opportunities
• Supporting individual outcomes
• Working closely with teaching assistants
• Using different communication strategies
• Supporting emotional regulation
• Monitoring and celebrating progress
• Collaborating with families and other professionals

The experience of working in SEND can be incredibly personal, and no two educators will have exactly the same journey. If you’re wondering what the role feels like beyond the job description, read about why one educator loves being a SEN teacher, explore the beauty of working in SEN, or hear directly from Phoebe about her experience working in SEN.

Types of SEND roles

There are many ways to build a career in SEND education, whether you’re an experienced teacher, looking for a support role or taking your first step into a specialist setting.

SEN/SEND Teacher

SEND teachers plan and deliver learning tailored to pupils with special educational needs and disabilities, adapting their approach to help every learner progress.

SEN Teaching Assistant

A SEN teaching assistant works alongside teachers to support pupils individually or in small groups, helping with learning, communication, engagement and independence.

Learning Support Assistant

Learning Support Assistants help pupils access learning and participate in school life, providing additional support based on individual needs.

Behaviour Mentor

Behaviour Mentors support pupils with their behaviour, wellbeing and engagement, helping them develop strategies to succeed in the classroom.

SENDCO

A SENDCO (Special Educational Needs Coordinator) leads and coordinates SEN provision within a school, working closely with teachers, families and other professionals.

Do you need qualifications to work in SEND?

It depends on the role. Teachers will generally need appropriate teaching qualifications, while requirements for SEND teaching assistant and support roles can vary between schools and settings.

A Level 2 or Level 3 Teaching Assistant qualification may be beneficial for TA roles, but schools can also value relevant transferable experience from areas such as:

• Youth work
• Social care
• Disability support
• Mental health support
• Sports coaching
• Childcare
• Community work

Specialist SEND knowledge and training can then be developed as your career progresses. If you’re preparing to work in a specialist setting for the first time, our SEN Prep for Success Guide covers practical ways to prepare and build your confidence before getting started.

If you’re unsure whether your experience is relevant, speaking with a specialist SEND recruiter can help you understand how your existing skills might transfer into education.

 

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How to start a career in SEND

Starting a career in SEND can feel like a big step, especially if you haven’t worked in a specialist setting before. You don’t need to arrive knowing everything. What matters is bringing the right attitude, transferable skills and a willingness to learn.

That’s where our specialist SEND team comes in. At ANZUK Education, we work closely with mainstream schools, specialist schools and SEND settings to understand not only the roles they need to fill, but the skills, experience and personalities that work well within their environments.

We take the same approach with our educators. Rather than simply matching your CV to a vacancy, we get to know you — your experience, strengths, confidence, interests and what you want from your career.

What do we look for in SEND educators?

Experience in SEND is valuable, but it isn’t always the only thing that matters.

Depending on the role, you may already have relevant experience from mainstream education, childcare, youth work, care, disability support, mental health, coaching or other people-focused environments. Our team will help you identify the transferable skills you can bring to SEND.

Some of the qualities we — and the schools we work with — value include:

• Empathy – taking the time to understand the individual behind the behaviour or need
• Patience – recognising that progress can take time and look different for every pupil
• Adaptability – being comfortable changing your approach when something isn’t working
• Resilience – staying calm, consistent and positive when days are challenging
• Relationship-building – creating trust with pupils and working collaboratively with colleagues
• Curiosity – being willing to ask questions, learn and develop your SEND knowledge
• Reliability – providing the consistency that pupils and schools depend on

Most importantly, we’re looking for people who genuinely want to make a positive difference in education.

What happens when you register with ANZUK?

Your SEND journey with ANZUK starts with a conversation.

We’ll talk to you about your previous experience, the skills you already have, what you’re comfortable with and the type of work you’re looking for. If you’re completely new to SEND, that’s okay too — we’ll help you understand where your experience could fit.

From there, our team can:

• Identify your transferable skills and the SEND roles they could be suited to.
• Talk you through different opportunities and what you can expect from a particular school or setting.
• Match you thoughtfully, considering your experience, confidence and career goals rather than simply where there’s a vacancy.
• Help you prepare, connecting you with practical SEND guidance, resources and training so you feel more confident walking into a new environment.
• Support you throughout your placements, giving you someone to speak to when you need guidance.
• Help you develop your career, building experience across SEND and exploring your next step when you’re ready.

Our aim is simple: right educator, right place, right time.

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