The COVID-19 pandemic has exacerbated many existing challenges within the education and healthcare systems, but few issues are as pressing as the crisis facing students with special educational needs and disabilities (SEND) and social, emotional, and mental health (SEMH) difficulties. The waiting lists for diagnoses have grown alarmingly long – now stretching to 4–5 years for children under 16. For those aged 16 to 18, the gap in support has become a chasm, leaving many without the help they desperately need. This age group, already vulnerable, has been largely overlooked, with post-18 support through adult CAMHS (Child and Adolescent Mental Health Services) being scarce or non-existent before the pandemic, and now even less accessible.
The Gap Between 16 and 18 – A Lost Generation?
For early teens who fell into this gap during the pandemic, the consequences have been severe. Without access to timely diagnoses or support, these young people have been left to navigate their challenges alone. The lack of resources during this critical developmental window has led to worsening mental health issues, disengagement from education, and a growing sense of hopelessness. For many, the absence of intervention has not only delayed their progress but also compounded their difficulties, making it even harder to re-enter education or employment later in life.
As educators, we must ask ourselves: what can we do better? How can we ensure that no student is left unsupported, regardless of their diagnosis or lack thereof?
Rethinking Support in Alternative Education
One of the most effective ways to bridge this gap is through alternative education settings that prioritise smaller groups, tailored learning, and mental well-being support. These environments offer a lifeline for students who struggle in mainstream schools, providing the personalised attention they need to thrive. However, we must go further.
It is vital to designate specific resources for both learning and mental well-being support within these alternative settings. This means not only addressing academic needs but also equipping students with the tools to manage their mental health, build resilience, and develop life skills. By integrating these elements into the curriculum, we can create a holistic approach that supports the whole child, not just their academic performance.
The Case for Reforming Mainstream Education
While alternative education plays a crucial role, mainstream schools must also adapt to meet the needs of students with SEND and SEMH difficulties. The pandemic has highlighted the importance of mental well-being, and it is clear that this must become a central focus of education moving forward.
One potential solution is to rethink the structure of the curriculum. Instead of forcing all students to follow the same rigid academic path, we could introduce a more flexible approach that prioritises life skills and practical learning. For example:
- Years 7 to 9: Students focus on foundational skills in Maths and English, alongside subjects that promote creativity, critical thinking, and emotional intelligence.
- Years 10 and 11: Students have the option to specialise, with pathways that include Functional Skills in English and Maths, life skills (such as money management and mental health tools), work experience, and vocational qualifications like BTECs.
This approach would set students up for life, not just for exams. By giving them the choice to pursue what aligns with their strengths and interests, we can reduce the anxiety associated with traditional GCSEs and help them build confidence in their abilities.
The Role of Educators in Bridging the Gap
As educators, we have a responsibility to advocate for change and to lead by example. This means:
- Creating Safe Spaces: Ensure that all students feel supported, regardless of their diagnosis or background. Smaller groups, one-on-one mentoring, and peer support networks can make a significant difference.
- Providing Mental Health Training: Equip teachers and staff with the skills to recognise and respond to mental health issues. This includes understanding the unique challenges faced by SEND and SEMH students.
- Collaborating with Families: Work closely with parents and carers to ensure that support extends beyond the classroom. Open communication and shared strategies can help create a consistent and nurturing environment for students.
- Advocating for Policy Change: Push for reforms that prioritise mental well-being and life skills within the national curriculum. This includes lobbying for reduced class sizes, increased funding for SEND and SEMH support, and more flexible pathways for students.
- Leveraging Online Learning: Platforms like You Matter Online Academy can provide additional support for students who struggle with traditional schooling. By offering flexible, accessible learning options, we can ensure that no student is left behind.
Building a Better Future
The pandemic has exposed the cracks in our education and healthcare systems, but it has also given us an opportunity to rethink how we support our most vulnerable students. By prioritising mental well-being, embracing alternative education models, and reforming mainstream curricula, we can create a system that truly meets the needs of every learner.
The gap between 16 and 18 doesn’t have to remain a void. With the right support and a commitment to change, we can ensure that these students – and all those who follow – have the chance to succeed, regardless of the challenges they face.
What are your thoughts on the current state of SEND and SEMH support? Do you believe the education system is doing enough, or is it time for a radical overhaul? Let’s continue the discussion and work together to create a brighter future for all students.
