Key Takeaways
- UK schools and colleges must support pupils’ learning, mental health, and additional needs under laws such as the Children and Families Act 2014 and the Equality Act 2010.
- Parents, carers, and staff can ask for support by speaking to the class teacher first, then the SENCO or pastoral lead, bringing evidence of concerns and expected timelines.
- Main types of in-school support include SEN support, Education, Health and Care (EHC) plans, pastoral and mental health services, and staff wellbeing programmes.
- Support is available from early years through to further education, with tailored approaches for each age group (under 5, 5–15, 16–25).
- You do not have to manage alone—external helplines, local authority services, and specialist charities exist for both pupil and staff support.
What “schools support” means in practice
Schools support refers to the combined academic, special educational needs, mental health, and staff wellbeing help offered across UK education settings. This includes everything from classroom adjustments for a child with dyslexia to counselling services for students struggling with anxiety, and extends to programmes that protect the wellbeing of teachers and support staff.
This article focuses primarily on England, with references to Wales, Scotland, and Northern Ireland where relevant. Specific legal references, such as the SEND Code of Practice 2015, apply to England. Where processes differ significantly across the UK, these differences are noted.
Different groups may need support at various points:
- Pupils with SEND who require adjustments to access the curriculum
- Pupils with emerging mental health needs who benefit from early intervention
- Families needing guidance on navigating school systems and external services
- Teachers and support staff experiencing stress, burnout, or personal difficulties
To make this concrete: consider a Year 6 pupil with autism who needs sensory support during transitions and assembly times. At the same school, a Year 10 teacher might be accessing an Employee Assistance Programme for support with workload-related anxiety. Both represent legitimate calls on schools support systems.
The legal duties on schools to provide support
Schools do not choose whether to support pupils with additional needs—they are required to by law. Understanding these duties helps families and staff know what to expect and what to ask for.
Section 66 of the Children and Families Act 2014 places a duty on mainstream schools and academies to use “best endeavours” to secure special educational provision for pupils with SEN. This means schools must do everything reasonably possible to meet identified needs.
The Equality Act 2010 requires schools to make reasonable adjustments so disabled pupils are not substantially disadvantaged in lessons, exams, and school activities. This duty is anticipatory—schools should plan adjustments in advance, not wait for problems to arise.
Section 100 of the Children and Families Act 2014 requires schools in England to support pupils with medical conditions such as asthma, epilepsy, and diabetes. Schools must have policies in place and ensure staff are trained to provide appropriate care.
Ofsted (in England) and Estyn (in Wales) consider how well schools support vulnerable learners when making judgements. This encourages leadership teams to take these duties seriously, as poor provision can affect inspection outcomes.
How the law links to everyday school issues
Legal duties translate into everyday questions about access to trips, PE, examinations, and reasonable adjustments for anxiety or long-term illness.
Concrete examples include:
Situation | Legal Requirement | Practical Response |
|---|---|---|
Pupil with Type 1 diabetes | Medical conditions policy | Allow blood sugar checks during exams |
Child with ADHD | Reasonable adjustments | Adapt behaviour policies to account for impulsivity |
Student with anxiety | Equality Act duties | Provide exam access arrangements such as separate rooms |
Pupil with mobility difficulties | Anticipatory adjustments | Ensure field trip venues are accessible |
Formal exclusions and suspensions must not discriminate against pupils with disabilities and should take account of unmet SEN and mental health problems. Schools should consider whether behaviour reflects an underlying need before proceeding with disciplinary action.
Parents and carers should check the school’s published SEND, medical conditions, and equality policies on the school website for details of how the law is applied locally.
Support for pupils with special educational needs and disabilities (SEND)
SEN support is the first level of extra provision for pupils who do not need an EHC plan but do require more help than their peers. This applies when a child is not making expected progress despite quality-first teaching.
The SEND Code of Practice 2015 identifies four broad areas of need:
- Communication and interaction (including autism and speech, language and communication needs)
- Cognition and learning (including dyslexia, dyscalculia, and moderate learning difficulties)
- Social, emotional and mental health (including anxiety, depression, and attachment difficulties)
- Sensory and/or physical needs (including hearing impairment, visual impairment, and physical disabilities)
Schools use a “graduated approach” based on an assess–plan–do–review cycle. This typically runs termly or half-termly, with adjustments made based on what is and is not working.
Parents and, where appropriate, the child or young person should be involved in setting and reviewing outcomes. Their views matter and should shape the support provided.
Examples of classroom and whole-school support
Support should be visible and practical, not just documented in files. Here are examples of what this looks like across different needs:
Need | Classroom Support Example |
|---|---|
Dyslexia (Year 2) | Small-group phonics intervention three times weekly |
Autism | Visual timetable, now-and-next boards, pre-warning of transitions |
Sensory overload | Access to a quiet “time-out” space when overwhelmed |
Speech and language difficulties | Speech and language therapy programme, staff trained in Makaton |
Attention difficulties | Movement breaks, fidget tools, preferential seating |
Specialist input might include educational psychology assessments, speech and language therapy, or occupational therapy programmes arranged via the local authorities or NHS.
Support often includes training for teachers and teaching assistants so that adjustments become part of everyday teaching rather than one-off interventions. This benefits all pupils, not just those on the SEN register.
The role of the SENCO
Every maintained school and most academies in England must have a qualified Special Educational Needs Co-ordinator (SENCO) on the leadership team. The SENCO is the key person for coordinating support.
Key SENCO responsibilities:
- Overseeing the SEN register and identifying pupils who need support
- Advising teaching staff on strategies and adjustments
- Coordinating support and external referrals to specialists
- Liaising with parents, carers, and local authorities
- Ensuring paperwork and reviews are completed on time
SENCOs often meet with parents at least once a term to review progress and adjust support. They keep written records of interventions and outcomes, which can be useful evidence if an EHC needs assessment is later requested.
Parents and carers should know the SENCO’s name and contact details, usually available on the school’s website or prospectus.
SEN support plans and targets
Many schools use written SEN support plans, sometimes called My Plan, One Plan, Individual Education Plan (IEP), or Pupil Passport. These documents record what support is in place.
A typical SEN support plan includes:
- The pupil’s strengths and interests
- Specific difficulties and areas of need
- Agreed outcomes and SMART targets with timeframes (e.g., “Improve reading age by 6 months by July 2026”)
- Interventions and adjustments being used
- Staff responsible for delivery
- Date of next review
SEN support plans should be reviewed regularly—commonly every 6–12 weeks—with parents and, where appropriate, the young person involved.
Families should ask for copies of the plan and reviews so they can track what has been tried and what has worked over time. This creates a clear record of progress and helps identify when more support may be needed.
The SEN Information Report and local offer
Since September 2014, schools in England must publish an annual SEN Information Report on their website explaining how they identify and support pupils with SEN.
The report should typically cover:
- Types of needs the school supports
- How the school identifies pupils with SEN
- How progress is tracked and reviewed
- Staff training and expertise
- How the school works with external services and the local authority
- Arrangements for consulting with parents and young people
Local authorities must also publish a “local offer” online, bringing together information about education, health, and social care services for children and young people with SEN aged 0–25.
Parents should download and read both the school SEN report and the local offer before meetings, making notes of questions to ask.
Education, Health and Care (EHC) plans and higher-level support
Some children and young people need more support than a mainstream school or standard SEN support can provide. In these cases, an EHC plan may be necessary.
An EHC plan is a legal document for ages 0–25 that sets out the child or young person’s needs, outcomes, and the specific provision that must be delivered. Unlike SEN support, provision named in an EHC plan is legally enforceable.
Anyone can request an EHC needs assessment via the local authority:
- Parents or carers
- Schools or early years settings
- Young people over 16 themselves
- Health or social care professionals
Requests are usually made in writing or through an online form on the local authority website.
Key timeframes in England include a typical 20-week limit from request to issuing a final EHC plan. Parents have appeal rights to the SEND Tribunal if a request is refused or they disagree with the plan’s content.
When to consider asking for an EHC needs assessment
Warning signs that current SEN support may not be enough include:
If you’re preparing for meetings with parents or events such as parents’ night, you may find these essential tips and tools to maximize engagement at your parents’ night helpful.
- Little or no progress over several terms despite interventions
- High anxiety significantly affecting attendance or learning
- Frequent exclusions or behavioural incidents
- Need for consistent one-to-one support
- Complex medical needs alongside learning difficulties
- Preparation needed for specialist post-16 provision
Examples of when an assessment might be appropriate:
Age | Situation |
|---|---|
Primary | Child needs one-to-one support for most of the school day to access learning |
Secondary | Complex medical and learning needs affecting attendance significantly |
Post-16 | Young person requires specialist college placement not available locally |
Before requesting an assessment, gather evidence:
- School reports and SEN support plan reviews
- External assessments (educational psychology, speech and language)
- Medical letters and diagnoses
- Examples of support already tried and outcomes
Independent advice is available from local SENDIASS services, national charities, or advocacy organisations if families need help with the process.
Mental health and emotional wellbeing support in schools
The rise in probable mental health conditions among UK children and young people places significant pressure on schools. Research consistently shows that young people’s mental health has declined in recent years, with schools often serving as the first point of identification and support.
A whole school approach to mental health typically includes:
- Published mental health policies and strategies
- Anti-bullying programmes and restorative practices
- Staff training on trauma-informed practice
- PSHE/RSE lessons covering emotional wellbeing
- Clear referral pathways to specialist services
- Regular monitoring of pupil wellbeing
Many schools now work with external providers and charities to offer in-school counselling, group programmes, and specialist mental health input.
Staff wellbeing is equally important. Healthy, supported adults are essential to sustaining effective pupil support. Schools that neglect staff wellbeing often struggle to maintain consistent provision for students.
Support available directly to pupils
Direct pupil-facing mental health support includes:
Support Type | Description |
|---|---|
School counsellors | Confidential one-to-one sessions for a range of concerns |
Mentoring programmes | Regular check-ins with trained staff or older students |
Peer support groups | Structured groups for shared experiences (e.g., bereavement, anxiety) |
Safe spaces | Drop-in areas at breaktimes for pupils who need quiet or support |
Online early intervention | Short blocks of sessions for issues like anxiety and low mood |
Some schools partner with services offering early-intervention support for 11–25 year olds, including digital platforms and telephone-based counselling.
Pupils may be able to self-refer (particularly those aged 16–25) or may be referred by education staff. Consent and confidentiality rules should be explained clearly to young people before support begins.
Schools should signpost urgent support routes for situations outside school hours, such as local NHS crisis lines or text-based crisis services like Shout.
Support for school and college staff
Employee Assistance Programmes (EAPs) and specialist education staff helplines offer confidential counselling, coaching, and practical advice for teachers and support staff.
Scale of need is significant—tens of thousands of staff access digital wellbeing resources or helplines in a single academic year across the UK.
Examples of good practice in staff wellbeing:
- Designated wellbeing champions on staff
- Regular workload reviews with leadership
- Clinical supervision for pastoral staff
- Anonymous staff wellbeing surveys with actioned outcomes
- Protected time for planning and preparation
- Accessible mental health first aiders
School leaders should consider commissioning or renewing staff wellbeing support services to help reduce burnout and turnover. Investment in staff wellbeing has a direct impact on the quality and consistency of pupil support.
Working with parents and carers on mental health
Schools can involve parents and carers through:
- Information evenings on topics like anxiety, school refusal, and exam stress
- Webinars accessible to working parents
- One-off consultations with pastoral staff or school counsellors
- Regular communication about wellbeing alongside academic progress
Practical resources schools may share:
- Sleep hygiene guides
- Short video content on managing exam stress
- Signposting to local youth counselling services
- Advice on talking to children about worries
Parents should inform the school if their child is under CAMHS or another mental health service so support can be joined up across home, school, and clinics.
Schools should respect confidentiality but can usually share broad practical strategies with families to ensure consistency in responses to behaviour and emotional crises.
Support across age groups: early years to further education
The type of support and who coordinates it changes as children move from early years into school and then further education. However, the principles remain similar:
- Early identification of needs
- Reasonable adjustments to settings and teaching
- Involvement of families in planning and review
- Coordinated work between education, health, and social care
Young people over 16 gain more say in their own support and may be contacted directly by colleges and services about what help they want.
Families should plan for transitions (e.g., Year 6 to Year 7, Year 11 to college) at least two to three terms in advance when additional needs are known. Good transition planning can make a significant difference to outcomes.
Children under 5
Support for children under 5 is usually provided through nursery settings, pre-schools, and childminders registered with Ofsted and working under the Early Years Foundation Stage (EYFS) framework.
Examples of early years support:
Approach | Description |
|---|---|
Key person systems | Named adult who builds relationship and monitors development |
Speech and language groups | Targeted support for communication development |
Sensory play | Activities supporting regulation and exploration |
Visual supports | Picture schedules and symbols for routines |
Parents who are worried but whose child is not in a setting should speak to their health visitor, GP, or local early years team about assessments and support options.
Local authorities can sometimes fund extra help in early years settings for children with significant SEND before they start Reception.
Children between 5 and 15
A step-by-step approach for parents:
- Talk to the class teacher or form tutor about your concerns
- Request a meeting with the SENCO or pastoral lead if concerns continue
- Ask what assessments and support can be put in place
- Request regular review meetings to track progress
Typical primary-age support:
- Literacy and numeracy interventions
- Social skills groups
- Nurture groups for emotional development
- Movement breaks and sensory circuits
Typical secondary-age support:
- Learning support centres for homework and catch-up
- Exam access arrangements (extra time, separate rooms, readers)
- School-based counselling
- Mentoring from trained staff
Consistent communication is valuable. This might include termly review meetings and using home–school diaries or secure online platforms to share updates.
Behaviour issues in this age group can often mask underlying SEND or mental health needs. Assessment rather than punishment alone is usually more effective in achieving lasting change.
Young people aged 16–25 in further education
Further education colleges and sixth forms have duties similar to schools to support students with special educational needs and mental health needs.
Families and young people should contact the college’s learning support or inclusion team before enrolment so reasonable adjustments can be planned.
Examples of FE support:
Support Type | Description |
|---|---|
Study skills coaching | Help with organisation, note-taking, and revision techniques |
Note-taking assistance | Support in lectures for students with processing difficulties |
Assistive technology | Software and devices to support learning |
Mental health mentors | Regular check-ins and support with wellbeing |
Flexible timetables | Adjusted schedules for students with health needs |
EHC plans can continue up to age 25 if the young person needs ongoing education or training. The plan should be reviewed annually with the college involved.
How to raise concerns and work with the school
It is appropriate and encouraged for parents, carers, and students to ask for extra help when something is not working at school. Schools expect and welcome these conversations.
The usual escalation route:
- Informal discussion with the class teacher or form tutor
- Meeting with the SENCO or pastoral lead
- Meeting with senior leadership if problems remain unresolved
- Formal complaint using the school’s complaints procedure
Written records are important. Send brief follow-up emails summarising what was agreed and when it will be reviewed. This creates a clear trail and helps everyone stay accountable.
Local SEND Information, Advice and Support Services (SENDIASS) can accompany families to meetings or help them prepare. National helplines and charities also offer free advice and advocacy.
Preparing for a meeting with school
Before the meeting:
- Review key policies on the school website: SEND, behaviour, anti-bullying, medical conditions, mental health
- Collect evidence such as school reports, homework samples, medical letters, and external assessments
- Make a short, prioritised list of concerns and possible solutions
- Focus on the impact on learning, wellbeing, or safety
Agree in advance who will attend the meeting so the right people are in the room to make decisions. This might include the SENCO, head of year, school counsellor, or other relevant staff.
Bring a notebook or ask someone to take notes during the meeting.
During and after the meeting
During the meeting:
- Ask clear questions like “How will we know if this support is working?” and “When will we review progress?”
- Request approximate dates for next steps
- Ask for any support plan or actions to be recorded in writing
- Ensure named staff are responsible for each action
After the meeting:
- Book a review date before leaving so momentum is not lost
- Follow up with a brief email summarising what was agreed
- Keep copies of all correspondence and plans
Remain collaborative but assertive, keeping the child or young person’s needs and voice at the centre of the conversation.
FAQ
How quickly should a school respond if I ask for extra support for my child?
While there is no single legal deadline for informal support requests, most schools should acknowledge concerns within a few working days and arrange a meeting within a few weeks during term time. Formal processes like EHC needs assessments have statutory timescales—20 weeks from request to final plan in England—and parents can challenge delays. If you do not receive a response, follow up in writing with the SENCO or headteacher and use the school’s complaints process if necessary.
Can my child get support even if they do not have a formal diagnosis?
Yes. A medical or specialist diagnosis is not required for a school to provide SEN support. Decisions should be based on needs and impact on learning and wellbeing, not paperwork. Share any assessment reports you have, but schools can and should make reasonable adjustments while diagnostic assessments are pending. Starting support early often prevents difficulties from escalating.
What if my child refuses to engage with counselling or mental health support in school?
This is common. Schools and practitioners should work at the young person’s pace, offering choices about format—online versus in-person, one-to-one versus group. Explore underlying worries such as stigma, confidentiality concerns, or fear of missing lessons. Alternative supports like trusted staff mentors, lunchtime clubs, or digital self-help tools can be stepping stones towards more formal support.
How does support work if my child is on a reduced timetable or not attending school regularly?
Schools and local authorities still have duties to support children with SEND and mental health needs even when attendance is low or timetables are adjusted. Alternatives include home tuition, online learning, gradual reintegration plans, and multi-agency meetings to coordinate health and education support. Request a written reintegration plan with clear milestones and regular reviews rather than accepting an open-ended part-time timetable.
Where can teachers and school staff go for confidential help with stress or burnout?
Many schools and trusts provide Employee Assistance Programmes (EAPs) offering 24/7 confidential helplines, counselling sessions, and legal or financial advice. Check your staff handbook or intranet for details of existing wellbeing services. Several UK education charities also run free helplines and digital resources specifically for teachers and education staff struggling with workload, anxiety, or personal issues. You do not need to wait until you are in crisis to reach out—early support often prevents problems from escalating.
