Further information around EBSA
3. EBSA and SEND
Young people with special educational needs are often at greater risk of emotional wellbeing difficulties for several reasons. These might include:
- communication difficulties in describing what they are feeling.
- feelings of frustration regarding things they can and cannot do.
- perceiving their world to be an unsafe and unpredictable place
- overwhelm from the sensory environment.
- feeling that they have less control and more restraints on them.
- greater difficulty managing uncertainty including change and transition.
Research by the Foundation for People with Learning Disabilities identified that people with profound and multiple learning disabilities do experience emotional wellbeing difficulties very often for reasons similar to those of the general population. However, it can be harder to identify the signs of changes in emotional wellbeing and we often rely on behavioural changes to alert us to a child’s distress. The family are best place to recognise changes in a child’s emotional wellbeing.
Lack of Protective factors
Having a learning disability can make it harder for young people to use strategies that support their emotional wellbeing. They may find it difficult to make friends, have fewer social connections, and struggle to get along with their peers. Learning disabilities also reduce their ability to come up with creative solutions to problems.
Children with learning disabilities are more likely to live in poverty and have additional health problems, which can negatively affect their emotional wellbeing. All these factors put them at higher risk of developing mental health issues.
(BOND a consortium led by Young Minds - Children and young people with learning disabilities - understanding their mental health).
Getting help when you have a special educational need
Sometimes young people with SEND can have their emotional wellbeing difficulties overlooked, through diagnostic overshadowing. This is where difficulties such as anxiety are said to be attributed to the diagnosed special educational need. If you think a child you are working with is anxious, it is always a good idea to seek advice and use strategies to help to reduce their anxiety.
Neurodiversity and EBSA
There isn't much research on how often neurodivergent children and young people experience EBSA, but evidence shows they are at higher risk due to the anxieties they face. However, it’s important to note that anxiety isn't just part of being neurodivergent and can be managed separately.
Neurodivergent students often face extra challenges at school as they try to fit into a world that isn't designed for them. This can make school feel more stressful and unpredictable, leading to persistent anxiety that disrupts their daily life, sometimes causing them to feel overwhelmed.
Imagine a bucket that starts to fill up when feeling stressed about things such as:
- Poor concept of time
- Does not know / understand rules.
- Anxious about failure
- Sensory difficulties
- Literal interpretation of situation
- Difficulties with communication
- Unsure what is going to happen.
- Changes in routine
These factors our into the bucket and can feel overwhelming.
Recent research highlights key factors that increase feelings of uncertainty:
- Sensory issues: The school environment can be overwhelming due to loud noises, bright lights, or other sensory triggers.
- Trouble understanding emotions: When kids can't understand their own feelings, it makes the world feel more confusing and harder to manage their emotions.
The intolerance of uncertainty is believed to cause the anxiety. It is therefore important to unpick what the individual is finding difficult to tolerate when signs of ESBA are showing.
Here are some examples of Sensory Processing Disorder, described in the first person.
I have sensory processing disorder:
- I hate having my hair brushed, washed, or cut.
- I hate being tickled or cuddled.
- I am a picky eater; I resist new foods and textures.
- I am unaware of normal touch and pain, I often feel others too soft or too hard.
- I chew on everything.
- I have poor gross motor skills, such as running or riding a bike.
- I have poor fine motor skills, such as handwriting and cutting.
- I have trouble focusing / concentrating.
- I am overly sensitive to loud sounds.
A transition guide for parents and carers was developed by ESCC in 2023 which provides advice and guidance to help families and young people plan for their journey after Year 11.
A Guide for parents and carers – Transitioning into College and Adult life for young people with Special educational Needs and Disabilities - Post16 Parent Carer Booklet - 1 (pagetiger.com)