Supporting Staff with SEND
When we think about SEND (Special Educational Needs and Disabilities), our focus is often, quite rightly, on the children in our care. However, SEND does not stop at childhood. Children with ADHD, autism or dyslexia, for example, grow up to be adults with ADHD, autism or dyslexia. Many adults, including those working in early years settings, have additional needs, whether diagnosed or not. These may include autism, ADHD, dyslexia, mental health conditions, or long-term health needs. Many have multiple conditions that need consideration. As employers and leaders, recognising and supporting these needs is not just good practice; it is essential for creating inclusive, effective, and compassionate workplaces as well as good role models for our children.
Understanding additional needs in the workforce
SEND is a term most commonly used in educational settings, but in adults, the terminology usually refers to additional needs, disabilities or long-term conditions. Across the UK, the number of people identifying as disabled or having a long-term condition is rising. Around one in four working-age adults now identify as disabled.
In a 2025 report:
- Around 5.5 million disabled people were in employment
- The employment rate was around 52.8%, compared to over 80% for non-disabled people (GOV.UK)
This tells us two important things:
- More people with additional needs and disabilities are entering the workforce
- There are still significant barriers to inclusion and progression
Early years settings are no exception. In fact, with the sector’s strong emphasis on care, communication, and emotional labour, the need for thoughtful support is even more important.
The legal framework: what employers must do
Under the Equality Act 2010, it is unlawful to discriminate against someone because of a disability.
Employers have a legal duty to:
- Avoid direct and indirect discrimination
- Prevent harassment or victimisation
- Make reasonable adjustments to remove barriers in the workplace
The key phrase here is “reasonable adjustments”, and they are a key part of this duty. They are changes that employers make to help an employee do their job effectively. Failure to make reasonable adjustments can be considered discrimination in law.
What constitutes a reasonable adjustment?
Reasonable adjustments will look different for each individual and each setting, but may include:
- Adjusting working hours or offering flexible patterns
- Providing written instructions alongside verbal ones
- Allowing extra time for tasks or training
- Adapting the physical environment (lighting, noise levels)
- Using or allowing the use of assistive technology
- Offering additional supervision or mentoring
Importantly, adjustments should always be:
- Individualised
- Practical
- Reviewed regularly
Despite this legal duty, research shows that many employees still struggle to access the support they need. For example, 78% of disabled employees say they had to initiate the process of making reasonable adjustments themselves, rather than it being something that was done at their start of the employment. And some wait over a year for adjustments to be implemented. Many people have already spent a significant proportion of their life fighting to get their needs acknowledged and adequately met, so this data only highlights the importance of employers being proactive rather than slowly reactive.
Creating an open and supportive culture
As an employer, it is not enough to have written policies that are not embedded into daily practice. Policies are important, but on their own, they are not enough. Culture and everyday practice matter more. Many adults with additional needs choose not to disclose them, often due to fear of judgement, misunderstanding or discrimination. Some may not even have a formal diagnosis. Settings can support openness by creating a culture of trust and respect and reassuring staff that support is available. This can be done even before anyone is employed by statements on the application form saying that you will support people with disabilities, or by signing up to schemes such as Disability Confident or Autism Confidence (Ambitious About Autism).
Encouraging honest conversations without pressure and normalising different ways of working and communicating will also help. A simple question such as, “What helps you work at your best?” can make a big difference.
Supporting apprentices
Early years settings are ideal places for apprentices to learn on the job, but apprentices with additional needs may need extra support as they balance learning and working. The apprenticeship may be their first role outside of formal education and they may need more bridging support as they move into the world of work.
This might include:
- Clear, structured guidance
- Breaking tasks into manageable steps
- Regular check-ins and feedback
- Liaison with training providers
- Extra time for coursework or assessments
Early identification is key. Apprentices who feel supported early on are far more likely to succeed and remain in the role.
Balancing confidentiality and team awareness
One of the challenges for managers is supporting individuals while maintaining confidentiality, especially if the person does not wish their situation to be publicly disclosed.
It is important to:
- Respect the individual’s right to privacy
- Only share information with consent
- Focus on support strategies, not personal details
For example, instead of explaining a diagnosis, you might say:
“We are introducing clearer written instructions to support consistency across the team.”
This approach promotes inclusion without singling anyone out.
Practical ways to support staff
Many effective strategies are simple and low-cost.
Communication
- Use clear, concise language and plain English (or translations if needed)
- Avoid unnecessary jargon
- Provide written follow-up where needed
Structure and clarity
- Offer clear routines and expectations
- Give advance notice of changes
- Use visual aids or checklists
Environment
- Be mindful of noise, lighting and sensory factors
- Provide quiet spaces where possible
Well-being and flexibility
- Allow flexible working where appropriate
- Recognise the impact of fatigue or anxiety
- Encourage breaks and self-regulation
Ongoing support
- Schedule regular check-ins
- Review adjustments and adapt as needed
- Offer mentoring or peer support
External support and resources
Employers do not need to do this alone and there is a lot of support available to help such as:
- Access to Work – government funding for workplace adjustments
- Local authority SEND services
- Occupational health services
- Charities and organisations such as Scope, Mencap and Ambitious About Autism
- Training providers for apprentices
- Disability Confident scheme
These services can provide advice, funding, and practical support.
References and further information
- UK Government – Disability employment statistics (2025) https://www.gov.uk/government/statistics/the-employment-of-disabled-people-2025/the-employment-of-disabled-people-2025
- Equality Act 2010
- Business Disability Forum – Workplace adjustments research (Business Disability Forum)
- Department for Work and Pensions – Access to Work scheme
Other articles:
Making the most of EYPP: Supporting disadvantaged and SEND children
Active Role-Play for SEND & EAL Learners
SEND Success: Parents And Teachers Must Know This
