Factors influencing the career interest of SENCOs in English schools

Abstract

A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors ('inclusion' and 'highquality provision') and inward-facing factors ('educational and professional development' and 'leadership voice and status'). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors.

The 2022 SEND Green Paper and the SENCo: more evidence on demographics, qualifications and leadership status

“…Given that the population of SENCos illustrates that there is no immediate threat of large numbers of SENCos retiring, there needs to be some consideration of why people leave the role. Admittedly, some do this because they use it as an avenue for promotion (Dobson & Douglas, 2020a, 2020b). This is to be encouraged, as senior leaders who have experience of the role have the potential to strengthen support for children with SEND across the school system.…”

“It was tough making sure it happened”: SENCo experience of the reality and risk of education and health care plan implementation

“…This is certainly true for SENCos, who can experience feelings of frustration and guilt at not being able to provide all of the support children and young people with SEND need (Curran et al, 2017). This is because they are motivated by outward-facing factors such as inclusion and high-quality provision, rather than inward-facing factors such as educational and professional development and status (Dobson & Douglas, 2020). However, SENCos can also be personally affected by individual cases, including experiencing stress and emotions as part of the role (Mackenzie, 2012), as they can be caught between children and their families, and between processes and structures.…”

Continuing professional development for special educational needs and disabilities within the school workforce: The results of a national survey in England

“…The SEND Code of Practice echoes the need to prioritise CPD, noting that ‘the quality of teaching for pupils with SEN should be a core part of the school's performance management arrangements and its approach to professional development for all teaching and support staff’ (DfE & DoH, 2015, p. 93). However, despite such calls to prioritise access to SEND CPD and expertise, prior to the Covid‐19 pandemic, SEND‐related CPD was not typically considered a priority in schools (Wall et al., 2019) but was often regarded as a priority for individuals, especially those working in a SEND‐related role (Dobson & Douglas, 2020).…”