How do culture, ethnicity and generational attitudes influence the way families understand and navigate special educational needs?

In this episode of SEN Talks, we welcome Agnes Agyepong, founder and CEO of Global Child and Maternal Health, for an important conversation about the additional barriers faced by children and families from ethnically diverse communities when accessing SEND support.

Drawing on her lived experience as a parent of neurodivergent children, her own challenging educational journey and her work advocating for greater equity, Agnes explores how cultural stigma, language barriers and generational expectations can influence perceptions of neurodiversity.

Together, we discuss why some families may feel reluctant to acknowledge or speak openly about their child's needs, how unfamiliar terminology and complex processes can make accessing support even harder, and the importance of challenging assumptions about what neurodivergent children can achieve.

Agnes also reflects on her own experiences of being misunderstood within the education system, including how her ADHD went unrecognised during her school years. Despite being labelled as disruptive and facing significant barriers to learning, she went on to achieve academic and professional success. Her story highlights why recognising children's individual strengths and providing the right environment for them to thrive is so important.

We also explore the disproportionate challenges faced by some Black children within education, the relationship between unmet needs and school exclusions, and why schools, policymakers and communities must work together to develop a more culturally inclusive approach to SEND.

Throughout the conversation, Agnes shares practical insights into how parents can challenge stigma, advocate for their children and help other families access support simply by speaking more openly about their experiences.

At the heart of this episode is an important message: every child deserves to be understood, supported and given the opportunity to thrive.

Find out more about Global Child and Maternal Health: https://www.globalcmh.org/

Contact Agnes: agnes@globalcmh.org

Credits:

Post-production editing by Goldson Photography: https://www.goldsonphotography.co.uk/

Edited by Dreamlancers.

Music: 'Sunshine' by lemonmusicstudio.

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In part two of our conversation with Sharon Smith, director at Special Needs Jungle, we continue our discussion about SEND reform, inclusion and what needs to change if the system is going to work better for children, young people and their families.

Following on from part one, we consider what meaningful inclusion in mainstream education should actually look like and why simply moving more children into mainstream settings is not enough without the right support, training and accountability in place.

We discuss the need for clearer national expectations for schools and local authorities, including what good inclusive practice looks like and where stronger guidance may be needed. Sharon also reflects on the differences between local SEND offers and school policies, and why greater consistency could help families understand what support they should reasonably expect.

The conversation also considers the role of local authorities and the pressures facing SEND case officers. We look at whether better training, professional development, communication and decision-making at a local level could help problems to be resolved earlier and reduce the need for families to enter lengthy disputes.

We also discuss the relationship between families, schools and local authorities, including why trust can break down when communication is poor or decisions appear to have been made before meaningful discussions have taken place.

Looking ahead, the episode considers what may happen as reforms develop and why families need clarity about what changes are being proposed and how they will work in practice.

We finish by looking at some of the potential positives within the reforms, including better SEND training for teachers, earlier intervention, stronger inclusion in mainstream schools and more professionals working around children at an earlier stage.

This is part two of a two-part SEN Talks conversation. If you have not listened to part one yet, you can catch up before joining us for the conclusion of the discussion.

Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/

Edited by Dreamlancers.

Music is 'Sunshine' by lemonmusicstudio.

Want more from Geldards SEN? Be sure to follow our social media channels.

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Website: https://www.geldards.com/children-and

Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

What could the proposed SEND reforms mean for children, families and schools, and what could be lost if individual rights and support are changed?

In this episode of SEN Talks, Adam and Salise are joined by Sharon Smith, Director at Special Needs Jungle, to discuss her experiences as a parent, researcher and SEND campaigner, as well as the wider changes currently being considered for the SEND system.

Sharon talks about the history and work of Special Needs Jungle, which was created to give parents accessible, independent information about the SEND system and has developed into an important source of analysis and commentary on SEND policy and reform.

The conversation looks at the proposals for reform and why, although some of the aims may sound positive, there are concerns about how they could work in practice.

Topics discussed include:

• the proposed changes to SEND support and EHCPs
• concerns around specialist provision packages
• the importance of specified, individualised and legally enforceable provision
• whether greater standardisation risks overlooking individual needs
• the potential impact of moving responsibility towards schools
• concerns around parents having to challenge their child’s school directly
• the importance of early intervention
• mainstream inclusion for children with more complex needs
• how relationships between parents and schools affect outcomes
• the importance of recognising when a child is struggling before difficulties escalate
• whether outcomes for children receiving SEND support are being properly measured

Sharon also shares her experiences as the parent of a daughter with Down’s syndrome who remained in mainstream education.

She describes a particularly difficult period during year 5 when her daughter began experiencing significant anxiety around school. She stopped wanting to attend, hid under tables in the classroom and became frightened outside school.

Once the headteacher became aware of what was happening, changes were made to her support, timetable and school experience, alongside a nurture programme designed to rebuild her confidence.

By year 6, she was enjoying school again.

The discussion highlights why recognising distress early, listening to families and understanding the individual child can be so important, particularly when difficulties at school are too easily attributed to the child rather than the environment around them.

The episode also considers whether reforms intended to reduce conflict within the SEND system could instead shift disputes towards relationships between parents and schools, and what this could mean for families who are understandably reluctant to challenge the people caring for their child every day.

Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/
Edited by ⁠⁠Dreamlancers⁠⁠.
Music is 'Sunshine' by lemonmusicstudio.