"The hope you give parents is nothing short of a miracle"
SECTION 10 — DISABILITY RIGHTS, ANXIETY & ADVOCACY (91–100)
Q: Must schools consider emotional well-being as part of education?
A: Yes. Emotional difficulties can significantly affect learning, and schools must provide support accordingly. Q: Are attendance difficulties often linked to unmet SEN? A: Yes. School refusal or persistent anxiety about attending often signals underlying needs that require support, not punishment. Q: Is behaviour best understood as communication? A: Yes. Behaviour usually reflects unmet needs, sensory stress, anxiety or frustration, and should be addressed through support rather than sanctions alone. Q: Can therapies form part of educational provision? A: Yes. If therapies help your child learn or access education, they can be written into Section F of the EHCP and enforced. Q: Should SEN support be regularly adapted as my child grows? A: Yes. Needs can change quickly, and support must evolve to remain effective. Q: Can the school change provision in an EHCP without consulting me? A: No. Provision can only be changed through a formal review or amendment process. Q: Is it acceptable for my child’s support to vary depending on staff availability? A: No. Provision must be consistent, regardless of staffing changes or absences. Q: Is the local authority responsible for ensuring that EHCP provision actually happens? A: Yes. The legal duty lies with the local authority, even though delivery usually happens in school. Q: Does my advocacy make a real difference to my child? A: Yes. Parental insight and persistence strongly influence whether a child receives appropriate support. Q: Is it normal to feel overwhelmed by the SEN system? A: Yes. The system is complex, but with clear information and your rights in hand, you can navigate it effectively—and you do not have to do it alone. Read more: SEN Law Info (videos)
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