4. Universal Approaches (for all pupils)
4d. Inclusive practice and SEND
A whole-school approach to behaviour must actively consider inclusion and SEND at every level: from how expectations are communicated, to how routines are adapted and how staff interpret and respond to behaviour. This is not only best practice, but a statutory responsibility.
Schools are expected to apply behaviour policies in ways that are fair and inclusive, taking into account pupils’ individual needs. This includes a duty to make reasonable adjustments under the Equality Act 2010, so that pupils with a disability are not placed at a disadvantage. The Children and Families Act 2014 and the SEND Code of Practice (2015) further emphasise the importance of recognising behaviour as a possible expression of underlying need and ensuring that support is in place to remove barriers to learning and participation.
As the Department for Education (DfE) advises ‘schools should consider how a whole-school approach meets the needs of all pupils in the school, including pupils with SEND, so that everyone can feel they belong in the school community and high expectations are maintained for all pupils.’22
Some behaviours may be linked to particular types of SEND. For instance, a pupil with speech and language needs might find verbal instructions difficult to follow. But it should not be assumed that every instance of misbehaviour is connected to SEND. Each case requires careful, individual consideration and a proportionate response, grounded in professional judgement.
Inclusive strategies might include:
- using visual cues, prompts or alternative communication methods
- pre-teaching routines or social expectations
- offering sensory-friendly spaces
- flexibility around transitions or changes in routine
- close partnership with families and SEND professionals.
These kinds of adjustments benefit a wide range of pupils, including those with undiagnosed needs or those facing temporary emotional or developmental challenges. Not every behavioural concern will be linked to a diagnosis, but staff should feel confident in identifying when support is needed and how to respond in ways that reflect the pupil’s individual context.
Useful links:
- Equality Act 2010
- Children and Families Act 2014
- Autism Support Team | Southwark Local Offer
- Department for Education: SEND code of practice (0 to 25 years) Statutory guidance on the special educational needs and disabilities (SEND) system for children and young people aged 0 to 25.
- TEACCH | Autism Speaks Overview of the TEACCH approach, a structured teaching method designed to support autistic learners through visual supports and predictable routines
- Strategies for supporting children on the Autism Spectrum in the Early Years Guide Downloadable guide offering practical tips and inclusive strategies for early years practitioners working with autistic children
- Whole School SEND Resources and training to help schools develop inclusive practice and support pupils with special educational needs and disabilities (SEND).
- Autism Education Trust: Resources Phase-specific teaching tools, guidance for schools and families and practical resources to support autistic children and young people.
- Early Career Framework Statutory guidance outlining the induction programme and support for early career teachers.
- Education Endowment Foundation: Moving from differentiation to adaptive teaching Blog reflecting on how schools can use adaptive teaching approaches to support all students’ learning.
22. Petri, D., Luinge, M., van Veen, K., Kassenberg, A. and Denessen, E. (2025). Cultural knowledge of students for primary school teachers: A scoping review. Teaching and Teacher Education: Leadership and Professional Development, 100, 103279. doi:10.1016/j.tatelp.2025.100279. Available at: https://www.sciencedirect.com/science/article/pii/S2210656125000455