From Frustration to Advocacy:A Journey in Special Education

In September 2022 I left my job as a headteacher of a special school for learners with Autism and associated difficulties. Having worked in education for nearly 25 years, mostly in SEND, I have seen the best and worst of education. The best being able to change the trajectory of a child’s life for the better by being able to give them the right support to succeed. The worst, being deliberately blocked from doing so by people who are meant to have a child-centred approach but have somehow along the way forgotten their purpose and stopped focusing on the needs of the child. 

From my own personal experience of hidden disability and sudden hearing loss coupled with my experience of trying to navigate an increasingly complex system for my own children, I know how difficult the education system can be for not only our children but for educators with disabilities too.

My experiences left me frustrated and wanting to do more. Now for the last 3 years, I have been working as an independent consultant in education, particularly around school improvement and SEN. I also work part-time for a local authority as an inspector and advisor particularly focusing on leadership and learning both within specialist settings and mainstream schools. 

I have encountered a lot of bias and discrimination in my life, and I am driven to ensure my children, all our children do not face the same. 

Bullying, Discrimination and Neurodiversity 

Reports from various organisations, including the National Autistic Society and Mencap, show that children with SEND and disabilities are more likely to be bullied in school. This includes online bullying. Not only are children with special needs more likely to be bullied but also more likely to be seriously harmed by it.   Children with learning disabilities and autism are particularly at risk. Friendship bullying is a particularly harmful form of bullying where children with SEND may be manipulated by their peers. They might be led to believe they are friends with someone they trusted, only to be exploited or humiliated. This form of bullying preys on their vulnerability and has long-lasting effects on a child’s self-esteem and mental health.  

Children grow into adults. Workplace bullying is just as harmful and again has lasting effects, particularly on mental health.  

When it comes to intersectionality and neurodiversity, the risk factors amplify. Children and adults with intersecting identities, such as being part of a racially minoritised group or identifying as LGBTQ+, face compounded challenges and are therefore at an even higher risk of bullying. We need comprehensive anti-bullying policies that address the complexities of intersectionality, ensuring that every individual, regardless of their unique attributes, is protected and supported to thrive. 

So what can we do? 

To create an inclusive environment, we must implement strategies that focus on re-education, understanding, awareness, and proactive intervention. Educators, parents/carers and policymakers need to collaborate to develop robust frameworks that promote empathy, understanding, and respect for all individual identities. 

This must involve regular training for teachers on recognising and addressing bullying, as well as fostering a culture of acceptance within schools and workplaces. Furthermore, we should encourage peer support systems and provide accessible resources for those affected by bullying, ensuring they have the necessary support to recover and thrive. In that way our children are more likely to grow into adults that feel safe, respected, and empowered to reach their full potential. 

It starts with us 

Only through collective effort and commitment can we hope to dismantle the pervasive issue of bullying and discrimination to create safe, inclusive spaces where every person is celebrated for being them and able to show up as their whole selves. 

You can download by FREE guide to Neurodiversity and Anti-Bullying here

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