09/09/2026
I've recently written a new blog about the government's SEND reforms coming into schools this year — but here's the observation that actually prompted it. One thing I've noticed over many years is that additional needs don't always look like what people expect.
It isn't always a child who struggles to sit still, or one who can't read the board. Sometimes it's a bright child who understands everything out loud but freezes the moment they have to write it down. Sometimes it's a child who's brilliant at maths but can't seem to start an essay without a meltdown first. Sometimes it's simply a child who's exhausted by the end of every single day, for reasons that aren't always obvious.
None of these children necessarily have a diagnosis. Many never will. But the way they learn best often needs a bit of adjusting — a slower pace, smaller steps, more time to think before answering, or just someone who notices when they've quietly checked out.
This is exactly the kind of thing the government's new SEND reforms are trying to address this year, with more support meant to sit inside ordinary teaching rather than somewhere separate. It's a step in the right direction, though change like that always takes time to reach every classroom.
In the meantime, if you've ever thought "I can't quite put my finger on it, but something's not clicking," trust that instinct. You don't need a diagnosis in hand to mention it to someone.
I've written more about what this year's SEND reforms actually mean for parents — link in the comments if you'd like to read it.
Book a free 20-minute planning call with Claire — you don't need to know which service is right beforehand, that's exactly what the call is for.
