The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social, emotional and mental health needs

Abstract

A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.

Educators' experiences of managing students with ADHD: a qualitative study

“…Nowacek & Mamlin ; Hillman ). This may reflect policy movements encouraging inclusion for students with special educational needs in the UK (Kennedy ). Participants reported promoting positive peer relationships, whereas teachers in the Houghton et al (2006) study expressed little sympathy for experiences of peer rejection faced by students with ADHD.…”

“…A gap was also identified for the views of educators other than teachers. The culture of inclusivity and key role that mainstream teachers play in provision for students with special educational needs (Kennedy ), means it is important to consider how UK educators respond to ADHD in the classroom and what helps or hinders their management of these students.…”

Voice, views and the UNCRC Articles 12 and 13

“…There will be no thoughts of listening to underlying causes or embedded support for these young children. As Kennedy (2015) states, ‘there is little point in hearing a child’s voice if there is no intention or capacity to respond’ (p. 367).…”

Pupil participation in planning provision for special educational needs: teacher perspectives

“…There is evidence that involving children in planning intervention makes sense and is achievable. Kennedy () reported progress among Key Stage 2 children, who worked with learning mentors to agree and monitor goals for intervention regarding social, emotional and mental health needs. Participating children regarded their involvement as essential to their progress.…”