{"id":81432,"date":"2025-08-27T16:48:17","date_gmt":"2025-08-27T21:48:17","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=81432"},"modified":"2025-08-27T16:48:18","modified_gmt":"2025-08-27T21:48:18","slug":"shaping-the-future-of-sel-for-children-with-special-educational-needs-and-disabilities","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/shaping-the-future-of-sel-for-children-with-special-educational-needs-and-disabilities\/","title":{"rendered":"Shaping the Future of SEL for Children With Special Educational Needs and Disabilities"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\">Key Points<\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>For children with Special Educational Needs and Disabilities (SEND), social and emotional learning (SEL) can be transformative.<\/li>\n\n\n\n<li>This is not about adding something \u201cextra\u201d to the curriculum\u2014it\u2019s about rethinking SEL so it truly works for every child.<\/li>\n\n\n\n<li>The co-CEO of UK nonprofit Partnership for Children shares the factors her organization has identified that make SEL work for children with SEND<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>Education is rooted in the idea that all children must have the tools to thrive. This is no different for children with <strong>Special Educational Needs and Disabilities (SEND)<\/strong>. For these students, SEL can be transformative.<\/p>\n\n\n\n<p>Across the globe, educators, therapists, and programme developers are breaking barriers, ensuring that children who face sensory, communication, and self-esteem challenges can build the emotional skills they need for well-being, learning, and lifelong success. This is not about adding something \u201cextra\u201d to the curriculum\u2014it\u2019s about rethinking SEL so it truly works for every child.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"evidence-based-sel-for-students-with-special-educational-needs-and-disabilities\"><strong>Evidence-Based SEL for Students with Special Educational Needs and Disabilities<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>As co-CEO of the UK nonprofit <a href=\"https:\/\/www.partnershipforchildren.org.uk\/\" target=\"_blank\" rel=\"noreferrer noopener\">Partnership for Children<\/a>, I am passionate about ensuring all children have access to evidence-based SEL.\u00a0 We have worked with a wide network of educators, specialists, and communities to co-create the programme <a href=\"https:\/\/www.partnershipforchildren.org.uk\/what-we-do\/programmes-for-schools\/pupils-with-special-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">Zippy\u2019s Friends for SEND<\/a>.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"313\" height=\"289\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/zippy1.png\" alt=\"Image of Special Needs Supplement for teaching coping and social skills from Zippy's Friends for SEND for children from 6-16\" class=\"wp-image-81445\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/zippy1.png 313w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/zippy1-300x277.png 300w\" sizes=\"(max-width: 313px) 100vw, 313px\" \/><\/figure>\n\n\n\n<p>First developed in 2013 and tailored for pupils aged 6\u201317 in special schools, it adapts our mainstream SEL programme with Widgit symbols, multiple activity levels, and visual supports to explore themes like feelings, friendship, and conflict. Independent evaluation by the University of Birmingham shows promising improvements in emotional literacy and interpersonal skills, especially for pupils with learning disabilities.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"227\" height=\"158\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/zippy2.png\" alt=\"workbook with the title &quot;My Zippy Friends&quot; colored in with crayon\" class=\"wp-image-81446\"\/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-we-need-in-sel-programming-for-send-students\"><strong>What We Need in SEL Programming for SEND Students<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Through our network of teachers, trainers, and therapists in diverse contexts worldwide and backed by research findings, we\u2019ve seen consistent factors that make SEL work for children with SEND. These factors include:<\/p>\n\n\n\n<p><strong><em>Adaptable<\/em><\/strong><\/p>\n\n\n\n<p>In one classroom, a 10-year-old might be learning to identify \u201chappy\u201d and \u201csad\u201d using visual cards, while in the same lesson, another pupil uses a tablet app, speech-generating device, or communication board to describe complex emotions like jealousy. In other settings, pupils may rely on the Picture Exchange Communication System, where individuals use pictures to express needs, choices, or feelings.<\/p>\n\n\n\n<p>This variation means a one-size-fits-all approach simply doesn\u2019t work. As one staff member put it:<\/p>\n\n\n\n<p><em>\u201cGeneric SEL programmes just don\u2019t work! We need flexibility to meet every child where they are.\u201d <\/em>Adaptable SEL is personalised and delivered by skilled staff who can adjust activities to suit each learner\u2019s profile, whether that means using objects, movement, visuals, or technology.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"512\" height=\"263\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/Special-Ed-boy-1.png\" alt=\"teacher holding out a zippy doll (cricket) to a young boy.\" class=\"wp-image-81447\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-boy-1.png 512w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-boy-1-300x154.png 300w\" sizes=\"(max-width: 512px) 100vw, 512px\" \/><\/figure>\n\n\n\n<p><strong><em>Embedded Into Everyday Life<\/em><\/strong><\/p>\n\n\n\n<p>Research shows SEL is most effective when woven into daily routines. In practice, that might mean a teaching assistant using programme language during a playground dispute\u2014<em>\u201cAre you feeling worried like Zippy?\u201d<\/em>\u2014or a speech therapist using visual prompts from a story to help a pupil navigate frustration during a transition.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ZF_M1_Pic4.jpg\" alt=\"Image of Zippy the cricket from the curriculum\" class=\"wp-image-81448\" style=\"width:270px;height:auto\"\/><\/figure>\n\n\n\n<p>When pupils use problem-solving language and strategies spontaneously, you can see that SEL has become a natural part of their daily interactions, as described by this parent:<\/p>\n\n\n\n<p><em>\u201c\u2026instead of having complete meltdowns \u2026 [He] seemed to be more open to discussion about it. \u2026 Where we used to get lots of tears \u2026 I feel like he must be discussing it more within school and feels more comfortable discussing himself.\u201d<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"316\" height=\"245\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/Special-Ed-teacher-1.png\" alt=\"Image of a teacher going over the rules for classroom behavior, which includes cartoons of kids demonstrating each action (for example, put your hand up to speak)\" class=\"wp-image-81449\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-teacher-1.png 316w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-teacher-1-300x233.png 300w\" sizes=\"(max-width: 316px) 100vw, 316px\" \/><\/figure>\n\n\n\n<p><strong><em>Supported by Skilled Teams<\/em><\/strong><\/p>\n\n\n\n<p>Special school staff juggle intensive teaching, therapy, and care needs daily, so SEL must support them, not add to their load.<\/p>\n\n\n\n<p>For example, a teacher may be supporting a non-verbal autistic child, a pupil with ADHD needing behavioural guidance, and another with speech difficulties\u2014all in the same class. This is where collaboration with therapists makes the difference.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ZF_M3_pic-1_sandy-and-leela-playingLR.jpg\" alt=\"Illustration from the curriculum of a group of children playing on the playground with a teacher guiding them \" class=\"wp-image-81450\" style=\"width:454px;height:auto\"\/><\/figure>\n\n\n\n<p>Often, speech and language therapists have worked with teachers to adapt Zippy\u2019s Friends using visual supports, enabling non-verbal pupils to engage meaningfully. Occupational therapists and psychologists also help with sensory and behaviour strategies, ensuring SEL is tailored to each child\u2019s needs. These partnerships not only improve outcomes for pupils but also give staff the confidence, resources, and shared strategies to embed SEL in daily life.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"425\" height=\"199\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/Special-Ed-group.png\" alt=\"Students working in the classroom with a group of teachers and therapists\" class=\"wp-image-81451\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-group.png 425w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/Special-Ed-group-300x140.png 300w\" sizes=\"(max-width: 425px) 100vw, 425px\" \/><\/figure>\n\n\n\n<p><strong><em>Building on Strengths<\/em><\/strong><em><\/em><\/p>\n\n\n\n<p>Too often, special education focuses on what a child can\u2019t do. SEL flips that narrative by spotlighting what they can do and using those strengths to build confidence.<\/p>\n\n\n\n<p>A child who loves drawing might be encouraged to sketch how a story character is feeling instead of explaining it verbally. A pupil with a strong memory might use that skill to recall coping strategies from a previous lesson. By starting from strengths, SEL becomes a tool for empowerment.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ZF_M2_Pic-6_boys-playing-footballLR.jpg\" alt=\"Illustration from the curriculum of a trio of boys playing soccer\" class=\"wp-image-81452\" style=\"width:405px;height:auto\"\/><\/figure>\n\n\n\n<p><strong><em>Culturally and Contextually Relevant<\/em><\/strong><\/p>\n\n\n\n<p>SEL is most effective when it resonates with children\u2019s everyday lives, experiences, and cultural contexts. In practice, this means going beyond simply translating materials or using generic examples.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ZF_M1_Pic3.jpg\" alt=\"Illustration from the curriculum of a group of children sitting on the floor each holding signs of their names. One child sits on a pillow in front of an empty wheelchair.\" class=\"wp-image-81453\" style=\"width:511px;height:auto\"\/><\/figure>\n\n\n\n<p>Educators integrate local values, familiar places, and community practices into lessons, helping pupils make real-world connections. For instance, stories and role-play scenarios might reflect family routines, local celebrations, or popular games, while music, movement, and art are used as alternative ways to explore emotions.<\/p>\n\n\n\n<p>In multilingual and multicultural classrooms, visual supports, symbols, and gestures ensure that language differences do not become barriers to participation. Teachers also incorporate strategies to respect different norms around expressing emotions, so every child feels safe and understood. By grounding SEL in the realities of pupils\u2019 lives, it becomes not just a set of lessons, but a meaningful toolkit for navigating relationships, managing feelings, and connecting with others both in and out of school.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ZF_M1_Pic1.jpg\" alt=\"Illustration from the curriculum of a three students dancing on the grass \" class=\"wp-image-81454\" style=\"width:426px;height:auto\"\/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"a-call-to-action\"><strong>A Call to Action<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>The future of SEL must be one where children with SEND are a driving force in shaping what works. From the UK to the Cayman Islands, St. Maarten, and Mauritius, educators are showing what\u2019s possible when SEL is flexible, culturally relevant, and rooted in children\u2019s strengths.<\/p>\n\n\n\n<p>Now is the moment for global education leaders to embed this thinking into every SEL framework, policy, and programme. By doing so, we can build a world where every child grows up with the coping skills to learn, connect, and flourish.<\/p>\n\n\n\n<p><em>The views in this blog are those of the author and do not necessarily reflect the views of CASEL.<\/em><em><\/em><\/p>\n\n\n\n<p><strong><em>Hannah Baker<\/em><\/strong><em> is Co-CEO at Partnership for Children, an international children&#8217;s mental health charity delivering school-based SEL programmes worldwide. Special thanks to international colleagues Am\u00e9lie Saulnier (Konekte, Mauritius), Clare Panyandee (Lighthouse School, Cayman Islands), and Jina Mamtani-Mahbubani (Prins Willem-Alexander School, St. Maarten) for contributing their insights to this blog, as well as our international partners in these countries, The Alex Panton Foundation, Konekte and Stichting EGO.<\/em><\/p>\n\n\n\n<p><strong>Related Posts:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/if-theres-a-poster-child-for-the-benefits-of-sel-i-am-that-person\/\" target=\"_blank\" rel=\"noreferrer noopener\">If There\u2019s a Poster Child for the Benefits of SEL, I Am That Person<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/the-natural-pairing-of-sel-and-social-inclusion\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Natural Pairing of SEL and Social Inclusion<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/one-mans-passion-for-transforming-nigerias-education-sector-with-social-and-emotional-learning-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">One Man\u2019s Passion for Transforming Nigeria\u2019s Education Sector With Social and Emotional Learning (SEL)<\/a><a href=\"https:\/\/casel.org\/blog\/if-theres-a-poster-child-for-the-benefits-of-sel-i-am-that-person\/\"><\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>Write for Us<\/strong><\/p>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top Education is rooted in the idea that all children must have the tools to thrive. This is no different for children with Special Educational Needs and Disabilities (SEND). For these students, SEL can be transformative. Across the globe, educators, therapists, and programme developers are breaking barriers, ensuring that children who [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":81433,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-81432","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/81432","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=81432"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/81433"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=81432"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=81432"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}