SEND & inclusive education support hub

Start with the child, their strengths and what helps them participate.

Clear, accessible guidance for families, schools and practitioners. Explore practical next steps, understand our boundaries and find the right route to ask for support.

Choose your route Ask for support

No diagnosis is required to make an initial enquiry.

A child completing a practical learning activity with a parent and a supportive educator.

SEND Advice

Choose a guide.

Short, practical guides to help you understand what you are noticing and choose an inclusive next step. This information is general guidance, not diagnosis.

SEND

A calm starting point for understanding barriers to learning and participation, and choosing a practical next step.

SEND guide

ADHD

Discover practical strategies that can support attention, organisation, movement and emotional regulation.

ADHD guide

Autism

Learn more about inclusive approaches to communication, sensory needs, routines and individual strengths.

Autism guide

Anxiety

Explore ways to help children feel understood, safe and more prepared for everyday challenges and change.

Anxiety guide

Choose your route

Find guidance that matches your role.

You can move between routes. Good support is collaborative, and the child’s experience should connect the conversation.

Families & carers

Start with what you are noticing

Find practical, strengths-based guidance for learning, communication, routines and transitions. You do not need a diagnosis to make an initial enquiry.

Explore family guidance

Schools & educators

Strengthen inclusive practice

Use clear prompts, classroom adjustments and responsible technology guidance to reduce barriers and support participation.

Explore school guidance

Practitioners & partners

Connect support safely

Use shared principles and referral boundaries to help families reach appropriate support without duplication or unnecessary data sharing.

Explore practitioner guidance

Common starting points

Explore support by topic.

These topics offer general guidance, not assessment or diagnosis. What helps one child may not help another, so adapt thoughtfully and review together.

01

SEND

Understand special educational needs and disabilities, consider strengths and barriers, and identify practical ways to support participation.

02

ADHD

Explore supportive approaches to attention, planning, movement, routines and emotional regulation in everyday learning.

03

Autism

Consider communication, sensory differences, predictability and the child’s own preferences when making inclusive adjustments.

04

Anxiety

Find gentle, practical ways to reduce pressure, build emotional safety and prepare for situations that feel difficult or uncertain.

For families and carers

You know the child in ways no checklist can capture.

Begin with what the child enjoys, what feels difficult, when barriers appear and what already helps. You can bring questions, examples or concerns without needing specialist language.

A useful first conversation can cover:

  • The child’s strengths, interests and preferred ways to communicate
  • Situations where participation becomes easier or harder
  • Strategies already tried and what happened
  • The next small change that would make a meaningful difference
Start a family enquiry

For schools and educators

Make inclusion visible in everyday practice.

Review the task, environment, communication and expectations before locating the difficulty solely within the child. Use professional judgement and involve pupils and families in understanding what works.

Inclusive practice prompts:

  • Is the instruction clear, manageable and available in more than one form?
  • Can the child show understanding in a way that works for them?
  • Have sensory, communication and transition needs been considered?
  • Is technology reducing a barrier without weakening privacy or agency?
Discuss school support

For practitioners and partners

Connect support with clear boundaries.

Share only what is necessary, explain consent and limits clearly, and avoid asking families to repeat their story without good reason. A referral should make the next step easier to understand.

  1. 01
    Listen

    Understand the family’s question and the child’s context.

  2. 02
    Clarify

    Explain what your service can and cannot provide.

  3. 03
    Consent

    Agree what information may be shared and why.

  4. 04
    Connect

    Offer a clear handover, next action and review point.

Our role and boundaries

Practical guidance—not diagnosis or crisis support.

Teach Again Hub CIC can help you explore inclusive learning strategies, accessible technology and practical next steps. We do not diagnose, provide clinical treatment, make statutory decisions or offer an emergency service.

If there is an immediate risk to a child or another person, contact the appropriate emergency or statutory safeguarding service.

Not sure where to begin?

Tell us what you are noticing and what you hope will change.

We will listen, explain whether we can help and identify a practical next step.

Ask for support