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How a mainstream secondary school created a structured support base to strengthen inclusion and outcomes for learners with SEND
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Serving a highly deprived community with a large SEND cohort, this mainstream secondary school faced increasing emotional-regulation needs, corridor incidents and disengagement from learning. Leaders established a structured internal provision focused on regulation and reintegration. Actions included repurposing four rooms, equipping them with ICT, training staff in Zones of Regulation, sensory and SALT approaches, developing clear operating procedures, and tracking student use to promote gradual return to class. Evidence of impact includes fewer crisis incidents, increased self-regulation without adult support, improved attendance as pupils feel safer and more supported, stronger relationships with families, and greater learning time. Longer-term expectations include improved progress and reduced behaviour-driven exclusion.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, emotional regulation