More Than Words: Redefining SEND Communication.

I had an experience recently which has stayed with me and sat heavy for a few weeks. 

I was working with a young person alongside another professional. 

Away from the student the professional expressed their views on the young person’s ability and immediately placed a glass ceiling upon them. One so low I had a visceral reaction to it. 

In the moment, I pushed back and have since provided modelling and professional guidance to support their understanding. 

It was on reflection that I realised that I have been privileged to work with professionals who seek to look beyond first impressions. 

They have curious minds and want to support young people to lead their best lives and grow into fulfilled adults who can feel a part of a community in their own unique way. 

These professionals seek to make connections, observe verbal and non-verbal body language and take a considered approach to how they use quality first teaching and adaptive practice to make learning accessible to all. 

When I started my own business in January 2026, I had a clear vision of what I wanted to achieve within the realms of SEND education. 

But there was a voice at the back of my head – questioning what was the ‘drum I was banging’. Quality SEND provision is a broad area and I needed to consider my ‘why’.

The last three months, and prior, were building towards the recognition that at the heart I believe that every student and young person needs to be truly ‘heard’ if educators and other professionals have a chance of meeting their needs effectively. 

This has come from working with a range of different settings and students with diverse needs. From students who require full support in every area of their life to students who  attend mainstream school and on the surface are ‘fine’ but underneath they are fighting to keep up. 

When I reflect on all this, considered quality communication needs are at the heart of any of our interactions with students. 

Not just communication challenges on the student’s part but the quality of communication utilised by the professionals. 

Too often communication is purely seen as the words that are used rather than the much wider meaning. 

Listening is a key component of communication and means the professionals should be looking for a wide range of cues from students.  

Communication also encompasses non-verbal communication – gestures, facial expressions, body movements and positioning. 

 Communication is also the way learning is presented and made accessible. Is the message clear to the student and presented in an appropriate way for them to understand.

The barrier isn’t just the student’s ability to speak; it’s our ability to listen.

This appears to have fallen by the wayside as some educators and professionals expect the student to understand them or the work that is presented to them. Without having the grace to reflect on what barriers to communication need to be overcome for effective understanding. 

With this realisation it has driven me to action. 

Emerald Green’s ‘why’ and driving force is to promote effective communication with SEND students in its broadest sense. 

Over the coming months I will be developing training and information to support families and professionals to better ‘listen’ to their children and students. And also develop their own toolbox of communication to adapt to the needs of the child or student they are working with. 

I would love to hear from you if this resonates with you. 

Keep and eye out for my next blog and further information.