SEND Advocacy Blog

If you are a parent or carer struggling to get SEND support for your child or young person, knowing your legal rights is key. Here is exactly what a local authority is legally required to do, what happens when they say no, and how to get the right support.

Government statistics show 99% of SEND tribunal cases in 2024/25 were decided in parents' favour yet local authorities continue to refuse support. Here is why they keep saying no, what the data actually means, and what you can do if your child has been refused.

The 2026 Schools White Paper proposes significant changes to the SEND system but nothing is law yet. Your child's EHCP remains protected until at least September 2030. Here is what the proposals actually mean, and what you should be doing right now.

Educational Psychologists play a central role in shaping how SEND provision is designed and delivered in schools. From influencing national policy to supporting individual children through early intervention, their work sits at the heart of inclusive education. This post explores why their contribution matters and how it affects the children and families navigating the SEND system.

Pathological Demand Avoidance (PDA) is a profile on the autism spectrum where a child experiences extreme anxiety when faced with everyday demands and expectations. Unlike typical demand avoidance, PDA-driven behaviour is rooted in anxiety rather than defiance. Understanding PDA can make a significant difference to how parents and schools support a child effectively.

Adopted children are disproportionately represented in SEND statistics, and many adoptive parents find themselves navigating a system they were not prepared for. Understanding how adoption intersects with special educational needs is an important first step in getting the right support in place for your child.

Not every child with special educational needs has an Education, Health and Care Plan, but that does not mean school choice is straightforward. Understanding what rights you have, what schools must provide, and how to advocate effectively for your child can make a significant difference to the outcome.

Flow is the state of being completely absorbed in an activity, where time seems to disappear and effort feels effortless. For neurodivergent children, accessing flow can be both more intense and more difficult than for their neurotypical peers. Understanding what triggers flow, and what blocks it, can help parents and educators create the right conditions for learning and wellbeing.

Stimming, short for self-stimulatory behaviour, refers to repetitive movements or sounds that many children with autism and other neurodevelopmental conditions use to regulate their sensory experience or emotions. Rather than something to be stopped, stimming often serves an important purpose. This post explains what it is and how parents can respond in a supportive, informed way.