{"id":31042,"date":"2025-03-11T11:09:03","date_gmt":"2025-03-11T11:09:03","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31042"},"modified":"2025-03-11T13:34:06","modified_gmt":"2025-03-11T13:34:06","slug":"learning","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/inclusion\/ebsa\/factors-that-support-good-school-attendance\/learning\/","title":{"rendered":"Learning"},"content":{"rendered":"\n
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Learning can be difficult for some children and may cause them to avoid school. Identifying and removing barriers to <\/strong>learning is key to help children thrive at school.<\/p>\n<\/blockquote>\n\n\n\n

Data shows that children are more likely to miss school if they have free school meals or special educational needs and disabilities (SEND). Additionally, students who are neurodivergent. are more likely to experience worry about school attendance.<\/p>\n\n\n\n

Supporting children\u2019s learning<\/h2>\n\n\n\n

It can be difficult for some pupils with SEND to access the curriculum. For some pupils, difficulties accessing the curriculum can impact feelings of self-esteem and contribute to emotionally based school avoidance. Consequently, it is important that schools develop OAIP, make reasonable adjustments and use a graduated approach to meet pupil\u2019s needs. For some children, it may be appropriate to complete further assessment of their needs in school or seek advice from a professional such as an advisory teacher, Speech and Language Therapist or Educational Psychologist.<\/p>\n\n\n\n

If a pupil is not attending school, it will be important to consider how they keep up with their learning. Falling behind with learning can be a source of additional worry to children, making it harder to go back to school. Schools can send work home for children which is at their level, giving them an opportunity to stay up to date with what their peers are learning in school and get feedback on the work they\u2019ve completed.<\/p>\n\n\n\n

Neurodiversity<\/h2>\n\n\n\n

Neurodiversity is often described as framework for understanding human brain function, it recognises difference in brain function in relation to sensory processing, motor abilities, social comfort, cognition, and neurobiological differences. This might include, for example, autism, ADHD or developmental language disorder (DLD). It is important to recognise an overlap between pupils who are neurodivergent particularly those who have Autism or ADHD, and those that experiences school-based worry and anxiety.<\/p>\n\n\n\n

The school environment can, at times, be overwhelming for neurodivergent children. To ensure that they feel safe, calm and can develop a sense of belonging in school, it is important to consider making adjustments to the learning environment. Here are a few ideas to support pupils in your classroom:<\/p>\n\n\n\n