Supporting students with Special Educational Needs (SEN) is both a responsibility and an opportunity for teachers, parents, and behaviour professionals to create inclusive classrooms where all learners can thrive. SEN pupils often face additional barriers to learning—such as Autism, ADHD, sensory processing differences, and social, emotional, or mental health challenges—that require a more tailored approach to both teaching and behaviour management.
Delivering high quality teaching in a SEN context means more than just meeting academic goals—it means creating a positive and supportive environment where children feel safe, understood, and ready to learn. When we effectively support children with SEN, we reduce the likelihood of behaviours of concern and foster a climate that benefits all learners.
This article explores practical, evidence-informed techniques to support SEN students through positive teaching practices, classroom adjustments, and behaviour strategies that reduce anxiety, build confidence, and encourage meaningful engagement. Whether you are a teacher, support worker, therapist, or caregiver, these tools are designed to help you foster better outcomes for children with special educational needs—and promote positive behaviour along the way.
SEN Pupils and Positive Behaviour
Positive behaviour can be more difficult to achieve—not because a child has SEN, but because of underlying conditions such as Autism, ADHD, social and emotional mental health needs, or sensory impairments like sensory processing disorder. These additional needs often mean that children face greater challenges when navigating classroom expectations and interactions.
In many cases, behaviours of concern arise due to unmet needs. We’ve all experienced that sense of frustration when something isn’t working for us—and it’s no different for students. Different learning styles and teaching methods can clash, creating attrition for the learner. There may also be external factors, such as difficulties at home, or environmental triggers like noise, lighting, or classroom layout. This is something we commonly observe in Autistic learners who are more sensitive to sensory input.
Behaviours of concern (also known as challenging behaviours) always have antecedents—factors that come before the behaviour—which often include:
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Difficulty expressing feelings or needs.
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Sensory overload or under-stimulation.
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Anxiety, frustration, or fear of failure.
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Unclear or inconsistent expectations.
Students with learning difficulties, such as autistic children, are particularly susceptible to these triggers. That’s why the most effective SEN strategies for teaching and behaviour management begin long before a behaviour becomes problematic. By focusing on proactive approaches, we can create a positive and supportive environment that delivers high quality teaching and effectively supports children with SEN.
Later in this article, we’ll explore what to do when behaviours of concern are happening in the moment. Understanding the antecedents and consequences of these behaviours—through a Functional Behaviour Assessment—is key, and tools like the Behaviour Help App can simplify this process and support better outcomes.
Ten Effective Teaching Strategies for SEN Students
High quality teaching strategies in a SEN context begins with creating a positive and supportive classroom environment where every student feels understood, respected, and safe. These strategies are designed to reduce anxiety, build healthy self-confidence, and support positive behaviour and effective learning outcomes for children with special educational needs.
At the heart of good teaching is effective communication. For SEN students, this means listening carefully, observing closely, and being responsive to their individual needs. When sen teachers are sensitive to how a child learns and what support they require, trust begins to form—and with it, engagement and progress.
Once a student feels that their needs are being met, they’re far more likely to engage meaningfully with lesson content. The strategies that follow are practical tools to help you effectively support pupils in your classroom, fostering an inclusive learning environment in which students feel valued.
Use Visual Aids to Reinforce Understanding
Visual timetables, diagrams, symbols, and gesture-based cues can help SEN pupils process information more easily. For students with Autism or speech and language difficulties, visuals reduce reliance on verbal instructions alone and offer clarity in routines and expectations.
Introduce a Class Feelings Board
A daily check-in using a visual emotions chart allows children to communicate how they’re feeling, even if they struggle to verbalise it. This promotes emotional awareness, builds trust, and helps you pre-empt potential behaviours of concern linked to anxiety or overwhelm.
Give Clear, Simple Verbal Instructions
Break tasks into short, sequential steps. Avoid abstract language and ensure you have the student’s attention before giving instructions. Check for understanding by asking students to repeat the task back in their own words if needed.
Offer Positive Reinforcement
Praise effort, not just outcomes. Use specific, sincere feedback to reinforce desirable behaviour. For example: “I noticed you stayed calm when the noise got louder—that was really mature.” Token systems, reward charts, and verbal praise can all be effective motivators.
Provide Movement Breaks
Incorporate short, structured physical breaks throughout the day to help with focus, sensory regulation, and anxiety reduction. This is particularly helpful for students with ADHD or sensory processing needs who may struggle with long periods of sitting still.
Create Quiet Zones or Calm Spaces
A designated area in the classroom where pupils can retreat when feeling overwhelmed provides a vital self-regulation tool. It promotes independence and shows that emotional needs are recognised and respected in the learning environment.
Use Consistent Routines and Transitions
Predictability helps reduce anxiety. Use visual schedules, countdowns, and transition cues (like music or timers) to guide pupils between activities. This is especially supportive for autistic learners and those with generalised anxiety.
Plan for One-to-One Interventions
Targeted one-to-one time with a teacher or teaching assistant helps reinforce learning, clarify misunderstandings, and build confidence. These sessions can be used for academic catch-up, emotional check-ins, or behaviour coaching.
Allow Extra Processing Time
Give students time to think, respond, and complete tasks without pressure. This simple adjustment makes a big difference for learners with cognitive processing difficulties or anxiety around performance.
Use Interests to Personalise Learning
Incorporating a pupil’s personal interests into lessons or reward systems can boost motivation and engagement. Whether it's trains, animals, or Minecraft—building connections through interests fosters a sense of belonging and helps reduce behaviours of concern.
The Important Role Of Teaching Assistants
In both specialist settings and mainstream schools, teaching assistants play a vital role in creating a supportive learning environment for students with Special Educational Needs. Working alongside teachers, they help support learners through targeted assistance, adaptive communication, and structured routines that make learning more accessible.
While teachers play a leading role in planning and delivering high quality teaching, teaching assistants provide essential day-to-day support—often offering one-to-one interventions that help SEN pupils stay focused, regulate emotions, and engage with classroom activities.
Whether it's through small group work, personalised prompts, or simply being a consistent, trusted adult presence, teaching assistants help bridge the gap between lesson content and individual learning needs. Their contribution is crucial to maintaining an inclusive classroom where every child can thrive.
When Behaviour of Concern Occurs What Can You Do About It?
Even in the most positive and supportive environments, behaviours of concern can and do occur I the classroom setting. When they do, it’s essential to respond calmly, assess what’s driving the behaviour, and plan appropriate interventions that support the child’s ongoing development.
The most effective way to do this is through a Functional Behaviour Assessment (FBA)—and the Behaviour Help App makes this process simple, structured, and collaborative.
Designed for use by teachers, school staff, parents, therapists, and support workers, the app facilitates consistent and detailed behaviour tracking, ensuring that everyone involved in the child’s care is on the same page.
Using the Behaviour Help App Individual Profile
The Individual Profile within the Behaviour Help App acts as a comprehensive FBA questionnaire, systematically collecting key information to help you identify the purpose behind a person’s behaviour of concern.
Here’s how it supports each step of the FBA process:
1. Person-Centred Information
The app gathers detailed background data on the child—including diagnoses, strengths, communication styles, sensory needs, and emotional regulation. This supports the “Person” element in understanding behaviour (Person, Place, People, Preceding Events, Purpose).
2. Settings and Environment
You can log the specific settings where the behaviour occurs (e.g. classroom, playground, home) and who was present. This helps identify how Place and People influence the behaviour and allows patterns across environments to emerge.
3. Behaviour Description and History
Behaviours of concern are described in detail, including frequency, intensity, and duration. The app also tracks what typically happens before and after the behaviour—known as antecedents and consequences—to help clarify the preceding events and what maintains the behaviour.
4. Function of Behaviour Analysis
The app guides you in identifying whether the behaviour is used to:
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Gain attention
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Escape or avoid demands
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Access items or activities
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Meet sensory needs
This helps pinpoint the purpose behind the behaviour and forms the basis for intervention planning.
5. Patterns Over Time
With consistent use, the app reveals patterns that support a hypothesis about the function of behaviour. This data-driven approach replaces guesswork with insight—essential for effective planning.
6. Supports for Intervention Planning
Once the function is clear, the app helps you develop strategies to:
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Prevent behaviour through adjustments and environmental changes
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Teach appropriate replacement behaviours
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Manage reactive responses when behaviour occurs
This aligns with Positive Behaviour Support (PBS) practices, helping you move from reactive to proactive approaches.
Supporting Students Teaching Strategies Case Study
Supporting Tommy in the Classroom
Tommy is a 15-year-old student in Year 10 with a diagnosis of Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Generalised Anxiety Disorder. To support Tommy’s engagement, learning, and wellbeing in class, the following strategies are recommended:
Check-In on Entry:
Establish a consistent routine to check in with Tommy when he enters the classroom. This can be a non-verbal signal agreed upon with him, promoting predictability and a sense of connection.
Provide a Clear Outline:
Offer a structured breakdown of the lesson’s expectations. Each task should be sequenced and include instructions on where to find necessary materials. For example:
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Get Maths textbook from cupboard 1
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Log in on your computer and open the Maths document
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Open page 40 in the Maths textbook
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Answer questions 1 to 5 using your computer
Use Explicit, Concrete Language:
Avoid abstract or vague instructions. Be clear and direct, such as: “Select 5 characteristics from the choices below” instead of “Discuss 5 characteristics” or “Review pages 20 to 30 for 10 minutes, complete quiz for 15 minutes, and revise notes for 5 minutes” instead of “Study for 30 mins a day”.
Use Declarative Language Instead of Demands:
Frame your communication in a way that invites collaboration and reflection. For example:
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“I’m wondering where your book is.”
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“I noticed your worksheet didn’t make it into the tray.”
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“I’m thinking we might need some colouring pencils.”
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“I heard your friend say she wants to use the red crayon when you're done.”
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“I just remembered we need milk for this recipe.”
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“I could really use some help carrying this bag.”
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“I see the other students are starting to pack up their belongings.”
Provide Positive Feedback
Use both verbal praise and non-verbal gestures to encourage and reinforce Tommy’s participation and efforts.
Avoid Imposing Opinions:
Instead of telling Tommy what to do, use open-ended questions and a collaborative approach to promote shared decision-making.
Offer Choices to Reduce Overwhelm:
Giving Tommy control over his learning can reduce anxiety and increase motivation. For example: “Would you like to do questions 1–5 or 6–7?” or “You can choose this section or that one to work on today.”
Explain Changes:
If there are unexpected changes in routine or instruction, provide a clear explanation to help Tommy process and adjust.
Link Learning to Real-Life Contexts:
Make lessons meaningful by connecting them to Tommy’s interests, such as his aspiration to become an electrician. For instance, “You’ll need to understand this for your future work in electrical circuits.”
Encourage Help-Seeking Behaviour:
Reinforce Tommy’s use of appropriate supports, such as emailing the teacher when he has questions or needs clarification.
Conclusion
Supporting young persons with Special Educational Needs isn’t about enforcing control—it’s about understanding each learner’s unique profile and creating an environment where they feel valued, safe, and capable. When we combine high quality sen teaching strategies with proactive behaviour support, we give every child the opportunity to succeed—not just academically, but socially and emotionally as well.
The key principles, tools, techniques, and case studies explored in this article demonstrate that positive outcomes are possible when we take the time to understand behaviour, adapt our approach, and work collaboratively with the child, their family, and other professionals. Whether you’re a teacher, assistant, caregiver, or specialist, your role in shaping an inclusive classroom is both vital and transformative.
By embedding person-centred practices and using resources like the Behaviour Help App, we move beyond simply reacting to behaviours of concern—we begin to anticipate, understand, and support the child as a whole.