Why is a skilled workforce essential for supporting SEND students?
Higher education institutions, such as colleges and universities, have a responsibility to create a positive, inclusive and safe environment for every student. They must put measures in place to ensure that pupils feel secure and supported in the classroom from day one.
Education providers must make reasonable adjustments for disabled and neurodivergent young people so they can fully access learning and thrive, especially during transition periods.
Providing the right tools, resources and sensory equipment is an important part of this support, however, effective SEND provision goes beyond physical resources. Higher education needs a skilled workforce that can understand and meet the diverse needs of SEND students.
Having access to trained and knowledgeable staff can make a significant difference to a student’s experience, helping them navigate challenges, access appropriate support and achieve their potential during transitions.
What does a ‘specialist workforce’ in higher education look like?
A supportive and effective workforce is essential in helping young people with SEND manage transitions successfully. Effective SEND support aims to provide young people with additional needs with opportunities to learn and thrive.
In higher education, institutions must provide practical solutions and ensure young people receive the individual support they need to face transitions. However, the wider education workforce may not always have the consistent training, capacity and resources needed to fully meet the needs of students with SEND.
Skilled teaching and support staff can provide the guidance, expertise and personalised support that students need at each stage of their educational journey.
Specialist staff such as SENCOs, learning support practitioners and specialist tutors, can help turn transition plans into practical, personalised support. This can be achieved by reviewing and coordinating appropriate adjustments, whether they are helping pupils engage, progress or manage change.
Understanding students’ individual needs, confidence and challenges can also help staff create an environment where young people feel supported and able to speak up when they feel overwhelmed, anxious or unsure.
Through effective training, communication and collaboration, a skilled workforce can help ensure transition plans lead to positive outcomes for SEND students in higher education.
Many universities, including the Russell Group universities, use personalised support plans which may include reasonable adjustments specific to individual students’ needs. There are specialists at universities specifically trained to help students. For example, specialist practitioners are trained university staff and are often referred to as “disability services” or form part of the Student Services team. Many universities have a Students’ Union, run by current or recently graduated students. Often, Students’ Unions have a Disabled Students Representative or network, where students can share concerns or access peer support.
How can collaboration improve SEND transitions?
Successful SEND transitions rely on strong collaboration between education providers, specialist staff, families and the young person themselves. Sharing information and understanding each pupil’s needs helps ensure consistent support and prevents important details from being lost when they move between settings.
For example, when a student moves from school or college to higher education, sharing information about their needs, strengths, and current support helps staff ensure a smoother, more consistent transition. This can help ensure that the transition is more personalised and better meets the student’s individual needs. Students are encouraged to “declare” their support needs, impairments or conditions via their UCAS application. This is so universities can arrange the necessary support available from application to graduation. When everyone works towards the same goals, transition plans are more likely to run smoothly and translate into practical support and positive outcomes.
What does a successful SEND transition look like?
Success looks different for everyone; as students move into higher education or prepare for a job, some may feel anxious or pull back, while others may thrive in ways they never have before.
A successful transition goes beyond simply entering higher education. Providing support and specialist training can ensure successful outcomes and have a positive impact on students' achievements, progression and preparation for future changes and transitions.
It also means understanding new routines and academic expectations and developing the confidence to manage challenges independently.
Induction programmes, peer mentoring and regular check-ins with tutors or support staff can help young people develop the confidence and independence to manage challenges independently.
Workshops on academic skills, time management and organisation can also help students adapt to the demands of higher education. Regularly reviewing students’ progress and providing personalised support plans helps identify challenges early and ensures support meets each student’s needs.
In higher education, students are expected to become increasingly independent as they prepare for adulthood and working life. This includes making students feel comfortable asking for help, building positive relationships and understanding new routines and expectations.
A successful SEND transition can leave pupils feeling confident, safe and ready to learn, with fewer periods of uncertainty, anxiety or disruption as they settle into their new environment. It can also support greater engagement and independence, helping students to participate fully in their education and work towards their goals.
How does Advancing Access help students transition into higher education?
Advancing Access provides free, targeted online resources and professional development for teachers and careers staff. The programme is a partnership between all 24 Russell Group universities who are committed to ensuring education is accessible to all. For students who declare their disability, support may include:
- Access to the Disabled Students Allowance (DSA)
- Accommodation, based on individual need
- Reasonable adjustments including exam access arrangements
All support and funding depend on individual circumstances. Students are encouraged to factor in the support measures when researching their chosen university. They can also call individual universities for additional information. Click here to read more
By Nicole Sherwood, Content Writer at specialist local authority SEND recruitment agency, Spencer Clarke Group.
