How to Support Students Who Fall Between Mainstream & SEN Education

I’m seeing a lot of debate on social media lately about mainstream provision, SEN provision, and where our children are (or aren’t) being supported. There’s growing frustration amongst families who feel the system is either stretching their child too far or barely seeing them at all. One side says their children aren’t hitting targets and more must be done; the other fears their children are being left behind because teachers are being told to focus on the “neediest.”

But what about the kids who sit right in the middle?

Those who aren’t “mainstream enough” to get by without extra help; but not “SEN enough” to tick the boxes for specialised support. The ones who are stuck. The ones who are slipping through the cracks. The ones who are becoming invisible.

This gap is widening. Every single day, more children are falling through it.

These are the children I work with. I see them. I know how badly they’re struggling.

They might not meet the threshold for an EHCP, but they still need adjustments sometimes small, sometimes significant; just to survive a school day. They’re labelled as “naughty,” but more often than not, they’re mid battle for an assessment or completely unsupported despite clear challenges. I’ve worked with Year 5 children working at a Year 1 level in maths. According to the system, they’re “fine.”

So what happens? They become avoidant. They become “the difficult one.” They get excluded. They start refusing. They burn out. They mask. They hold it together... until they can’t.

Meanwhile, parents are exhausted. Desperately trying to get someone, anyone, to listen. To really listen. Because deep down, they know: something isn’t right.

What can we do?

1. Start with honest acknowledgement.

The gap is real. Trying to squeeze every child into one of two sub systems only deepens the issue. If a student is showing signs of struggle, our job is to investigate not brush it off with “their attitude to learning needs improving.”

2. Flexibility is key.

Education isn’t a sandwich cutter. Why are we still timing children in times tables tests when the anxiety it triggers completely blocks recall? Why are we shutting students down for using a method they learned outside of class? Even when they understand the concept perfectly?

If a child can explain their thinking, process the task, and deliver the right outcome why does the method matter more than the result?

Communication is a works both ways, but in education where possible it works three ways; school, parent and student. If students aren’t being heard, they will act out. Not because they’re “naughty,” but because they’re trying to meet a system that doesn’t meet them.

3. Build low "demand" but high safety environments.

Time to stop pretending that compliance equals success. Quiet doesn’t always mean learning.

We need spaces where students feel safe to communicate. Brain breaks, emotional check ins, visual supports; these aren’t just for the SEN register. They’re human. And most importantly, they don't affect budgets.

Here are just a few no cost strategies:

A 3 minute movement break between lessons (yes, the length of a song!)

Use coloured backgrounds on slides and dyslexia friendly fonts as standard (I use a soft yellow with navy blue text because its easier on the eyes)
Allow verbal responses instead of written tasks where possible
Do a before and after lesson check ins with specific students to build trust and adjust expectations (a head nod, a thumbs up, a smile, anything)
Whole class visual timetables = a combination of matching images to words, right through to secondary school
Break tasks down into visual “to do” steps (we all use lists as adults why shouldn’t they?)

None of this requires a bigger budget. It requires a bigger shift in mindset.

4. Work with parents, not against them.

Parents aren’t exaggerating. They’re not helicopters. They know their child better than anyone. If a parent tells you their child is struggling, at least listen to them. Ask questions. Partner with them. Support should never depend on paperwork. It should begin with willingness.

And if you’re a parent? Trust your gut. Ask the questions. Don’t wait for a diagnosis to push for support. Your child deserves it now. Sometimes, a small adjustment using resources already in the classroom can make a world of difference.

How do we get to GCSEs before anyone realises / something is said?

It happens more often than we think, I have been contacted by parents feeling immense pressure of righting the right support quickly because they did not know their child was significantly behind until year 10. This is the year revision starts, mock exams appear and well, it is the time that when realisation hits that the gap isn't just a blip.

At this point, panic sets in. Often, this will be the first time a school will tell a parent that their child is actually "not where they should be." Were the signs there? Very likely but unspoken, overlooked or masked.

Slipping through the cracks doesn't always happen with a bang, children can slip quietly, especially those that aren't disruptive. They don't scream for help, they just carry on pretending they are fine. Increasing workloads and pressure to achieve unattainable target grades, they break under pressure. That's not their fault. That's failure to identify and lack of honest communication.

Better needs to happen. Sooner.

Because falling through the cracks shouldn’t be a normal part of growing up.