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Supporting the well-being of children with SEND means not focusing too much on the difficulties of their condition and instead recognising their differences, writes Kerry Payne

The well-being of children with SEND can be harmed by only talking about their problems

Being invested in a child’s social and emotional experiences is a fundamental aspect of early years practice. Practitioners understand that good mental health forms strong foundations for development, and Mojdeh Bayat (2020) suggests that when children have a good sense of well-being, this also translates into ‘well-doing’, meaning that children can access play and learning in a stress-free state. Worryingly, however, research suggests that children with special educational needs and/or a disability (SEND) are at a higher risk of experiencing social, emotional, and mental health difficulties (SEMH).

While the possible reasons for SEMH needs are vast, it is important that early years practitioners prioritise children’s well-being so that the risks can be mitigated.

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