ADHD: Spotting the signs and supporting pupils How can teachers support students who have or might have ADHD? Jen Catling looks at spotting the signs, recognising their strengths, and what to do if you are worried about a young person
Outventions: When interventions turn into exclusion Do we fall back too easily on out-of-classroom interventions for pupils who slip behind? For pupils facing multiple interventions, this leads to effective exclusion from mainstream teaching. Sara Alston discusses
What not to say to an ADHD pupil Every teacher will have students with ADHD in their classrooms at some point. ADHD counsellor and author Sarah Templeton discusses seven things we should never say to these young people...
Using positive language to support Autistic children The language we use when working with Autistic students is important and is one of the most common areas of practice with which speech and language therapist Emily Lees supports teaching staff...
Neurodivergent pupils: 10 strategies for schools How best can we support neurodivergent children during these uncertain times? Dr Pooky Knightsmith offers 10 simple strategies for schools
Developmental Language Disorder in the mainstream classroom What is Developmental Language Disorder and how can mainstream teachers support students with the condition in lessons? Sue Marr advises
Seven tried and tested strategies for working with autistic students The autism resource provision led by Kate Goodwin and her team achieved national recognition at the Nasen Awards 2020. Here, she discusses their approaches and offers seven strategies that mainstream schools might adopt to support autistic learners
Language difficulties: Assessment and action Given the importance of language skills, the assessment of difficulties early on is vital. SENCO Nicky Parrott discusses her schools’ approach to spotting problems and some of their interventions to improve outcomes
Observing vulnerable students during lessons For teachers with challenging or vulnerable students in their lessons, observations can become all the more stressful. Daniel Sobel looks at how we must observe the pupils in question and not the teachers...
Understanding and supporting SEMH pupils Drawing on the outstanding work of Adelaide School, a special provision in Cheshire catering for pupils aged nine and upwards, Sarah Barlow offers advice to mainstream schools on supporting students who face social, emotional and mental health challenges
The rising tide of sensory troubles: Explosive behaviours In a three-part series, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In part two, she considers explosive sensory behaviours – and how not to react
Supporting speech, language and communication needs The recommendations from the Bercow: Ten Years On review can help primary schools to ensure that pupils’ speech, language and communication needs are properly supported. Mary Hartshorne explains
Inattentive ADHD The hyperactive version of ADHD is well-known and often spotted, but students with inattentive ADHD frequently go undiagnosed, as Daniel Sobel knows from his own experience
Teaching pupils with sensory difficulties Teaching children with autism sensory difficulties can provide specific challenges for classroom teachers. Kristina Symons breaks down some of the most common challenges for pupils with autism and offers her advice
SLCN: Spotting problems and supporting students Speech, language and communication needs can often pass under the radar or be misdiagnosed and early recognition is key to supporting pupils effectively. Kristina Symons looks at how we can spot the signs in key stage 1 and what kind of in-school support and interventions we might offer
Autism: 10 tried and tested strategies Teacher and author Adele Devine offers 10 strategies for supporting children who are on the autism spectrum in the mainstream school setting
Autism: Supporting autistic girls in the primary school setting There are many more autism diagnoses for primary school boys than there are for girls, but this does not mean that girls do not have autism. Emma Lee-Potter speaks to expert Sarah Wild about what more primaries can do to spot and support girls with autism
Autism: Introducing the AP Gang The AP Gang is Riverside Primary’s simple but effective programme to involve older pupils in offering often crucial daily support to learners with autism. Headteacher Kay Robertson explains more about the innovative project
Oppositional defiant disorder in the classroom Pupils who present with ODD – oppositional defiant disorder – are often very challenging for classroom teachers. Dr Nicola Davies looks at what ODD is and how teachers might support those with the condition 17 comments
Autism and girls... Gender bias in autism preconceptions and diagnoses are resulting in the needs of many girls who have the condition going unmet. Sophie Walker reports
The challenges of ADHD Children who suffer with ADHD face daily challenges during their school life. Daniel Sobel discusses how teachers and teaching assistants can best support these pupils 4 comments
Autism and the SEND Code Autism is a common condition that many schools must work to support. Carol Povey outlines what some of the key changes within recent SEN reforms mean for young people with autism
Supporting pupils with ADHD Dr Tony Lloyd offers advice on how to improve learning and achievement for pupils with ADHD 7 comments
Autism training The first national autism training programme for schools is offering free CPD for a range of education professionals. Steve Huggett explains
Supporting autistic students A recent survey from the National Autistic Society revealed some of the problems pupils with autism encounter in education. Here we look at the best ways of helping autistic pupils get the most from their school life
