Many ways to learn

Supporting children with special educational needs at secondary

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Supporting children with SEN at secondary school

You may already have a diagnosis and a plan in place – you may be just starting out on your SEN journey. Either way, if your child needs special educational needs (SEN) support, it’s vital that you and your school work together to keep them learning in a way that works for them.

There’s more to SEN than we can explain here, so this is a quick guide to help if you’re starting out on this journey, along with some useful resources you can use along the way.

SEN system differences

The SEN system is different between the four nations of the UK, with different terminology too. In England, the government is proposing changes to the system, so check gov.uk for the latest.

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Tricky transitions: how to support your child moving school

Moving from primary to secondary school can be tricky for any child, but if your child has extra needs, it can be especially tough.

Fortunately, both your child’s primary and secondary can do a lot to help – here are some ways you can help to smooth the ride:

Introduce yourself early. Talk to the special needs team at your child’s chosen secondary to see what support they may be able to offer and get a plan in place. They may welcome having this discussion early in the transition year, or even before the end of the previous school year – it will enable them to get things in place. Look out for any support or workshops from your local authority too.
Check what transition will look like. Schools may offer extra transition days or individual visits. You may be able to visit outside school hours to find your way round without the crowds. The SEN team may also have social stories, transition booklets or video tours that your child can look at over summer.
Make sure all the information goes with them. Ask to see the information that’s being shared from primary to secondary. Secondary schools will usually have a summary that documents needs for your child, and you can ask to see or contribute to this.
Find out how first days will go. Ask what support will be available in their first few weeks – this could be going in early on the first days, a reduced timetable to start with, access to safe spaces, visual timetables, simplified maps, or buddy schemes.
Check in regularly. Ask the SEN team for an update after a few weeks to make sure everything is going ok. Keep communication channels open – if you can establish a good relationship with the team, it can last throughout their secondary years.

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How a positive mindset can help

Your attitude towards the transition can have a real impact on how your child feels about it. While it’s completely natural to feel anxious, try to balance any worries with the genuine positives that secondary school can bring. For example:

Many children with special needs adapt very well to secondary school, having ‘outgrown’ primary school.
Secondary schools teach a broader curriculum, meaning more chance of finding subjects your child genuinely connects with and excels in.
Secondary schools often have dedicated pastoral teams, SENCOs and sometimes specialist staff who are experienced in supporting a range of needs.
With a wider group of children, your child may ‘find their tribe’ – children with similar interests or even similar needs. They may also be able to move away from children that caused them any problems in primary.

Should I get a diagnosis for my child?

Some differences may not become apparent until secondary school, or become more of a challenge in the larger, busier secondary environment, which may mean you start thinking about getting an official diagnosis for your child.

Schools don’t need a diagnosis to support your child – they do this based on need – but an official diagnosis may help you access further targeted support, or tailor what you’re doing yourself.

If your child is intending to go on to higher education, a diagnosis may help them apply for Disabled Student Allowance, which can fund support at university or college.

A "statemented child" is a UK educational term for a child who has an official Statement of Special Educational Needs (SEN). This legal document lists a child's specific learning difficulties or disabilities and names the exact extra help and school placement the local education authority must provide. A child can be statemented at any age up until 25 years.

Here’s how it works at secondary school:

Ask school for a referral. Your child’s school will be able to advise on the best route.
Talk to your GP if necessary. For some differences, the school may recommend you go via your GP instead, or you may choose to try this route.
Keep in touch with the process. You can ask your school what stage they’re at and see if they can chase any loose ends.
If you disagree with your school, get in touch with your local authority. They can guide you to independent advice, or services that can help mediate with school.
In England – search for ‘Local Offer’.
In Wales – search for ‘Additional Learning Needs’ In Scotland – search for ‘Additional Support for Learning’.
In Northern Ireland – search for Special Educational Needs Advice Centre.

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Where else can I get support?

Try school first. Secondary schools may have larger SEN teams than primary schools, so you may find there are more people to ask for help.
If you are struggling to access support, check your local authority’s webpage for advice and support organisations.
Have a look at parent forums – there are plenty on social media. However, be careful to check advice. Some forums may hold local get-togethers.
Charities that support specific conditions often have helplines and webchat support, and again may hold local groups. We’ve added some in the table.
Your GP may be able to refer your child to your local CAHMS (Child and Adolescent Mental Health) Service for support with mental health needs.
If you're caring for a child with additional needs, you may be entitled to a carer's assessment from your local authority. This can identify practical support such as short breaks or equipment.

Navigating SEN terminology

Here's a reminder of some of the common conditions and the terminology you'll see:

Condition	What it can look like	What can help
ADHD (attention deficit hyperactivity disorder)	Difficulty concentrating, impulsivity or restlessness. Sometimes, there’s no hyperactivity, so you’ll also see ‘ADD’.	Clear, short instructions Visual timers Sometimes medication Movement breaks – these may be tricky in secondary, but your child may have a card to allow them out of the classroom.
Autism or autism spectrum disorder (ASD)	Differences in communication and social interaction, a need for predictability, and sensory sensitivities. Autism can show up in widely different ways, including 'masking' at school followed by distress at home. Not everyone shows all the potential traits, and it can look very different between boys and girls. Some autistic people don’t see their condition as a ‘disorder’, so prefer just ‘autism’ or ‘autistic’. You may also see ‘Asperger Syndrome’. This is an older name for some forms of autism. It’s no longer used as a separate diagnosis – it falls under the autism spectrum.	Support tailored to specific differences Advance warning of changes Visual schedules A quiet space to retreat to – at secondary schools, there may be a dedicated space. Adapted uniform Specific tools to help with sensory sensitivity.
Specific learning difficulties (SpLD)	This name covers a group of conditions: Dyslexia – difficulties with reading, writing and spelling. Dyscalculia – difficulties with maths. Dysgraphia – difficulties with handwriting and drawing. Developmental co-ordination disorder (DCD), also known as dyspraxia – difficulties with motor control and balance.	Support tailored to specific differences Coloured overlays or fonts Extra processing time Typing instead of handwriting Physiotherapy or occupational therapy.
Social, emotional and mental health needs (SEMH)	Anxiety, low mood, or behaviour that communicates distress rather than defiance. Emotionally based school avoidance (EBSA) is where children struggle to attend school due to anxiety.	Consistent, calm routines A trusted adult to check in with – at secondary, this may be part of the pastoral or counselling team Early response to attendance difficulties rather than waiting for it to escalate.
Sensory processing differences	Over- or under-sensitivity to sound, light, texture, clothing, food or crowded spaces	Noise reduction earplugs – at secondary, children may choose to wear these instead of larger ear defenders Coloured glasses Flexible uniform rules Quiet spaces.

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Where can I find out more?

National Autistic Society	Support for autistic people and their families. Guidance, helpline and local branch network.
British Dyslexia Association	Support and helpline.
Dyspraxia Foundation	Information, helpline and local support groups.
NHS conditions guide	A-Z guide to all conditions, with advice and links to further support.
Education Authority	Works with schools and educational settings to reduce the barriers to learning that children and young people with special educational needs may experience. Includes helpful information such as how to make a referral for consideration of statutory assessment.