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October 2026
A new report brings together leading education, safeguarding, child wellbeing, public health experts, those with lived experience and new research, and
sets out recommendations for action.
October 2026
ParalympicsGB, partnered with NatWest Thrive, have launched Equal Play in PE, a new programme for the 2026-27 academic year to support teachers to deliver truly inclusive PE.
Kiren has over 20 years’ experience in education, having worked as a teacher, SENCo, senior leader and Trust SEND Lead. Before joining nasen, she worked as an Inclusion Lead Practitioner, supporting schools and multi-academy trusts across the West Midlands to strengthen inclusive provision and practice. Kiren holds a Master’s in Educational Leadership and is passionate about working collaboratively with leaders and teams to bring about meaningful and sustainable change. She has a particular interest in inclusive leadership, evidence-informed practice and the relationship between SEND, language, culture and disadvantage.
October 2026
Words Matter has published a new report on the ‘Impact and Prevention of Verbal Abuse in Education’. It calls for greater action and for schools to strengthen positive communication and relationships.
October 2026
A new government-commissioned review has called for a significant change in how children and young people with mental health needs, ADHD and autism are supported, arguing that help should be based on need rather than diagnosis.
October 2026
A major new report reveals stark differences in children’s lives across England, with outcomes in education, health and safety heavily influenced by postcode. Experts are urging government and local leaders to make children a priority.
October 2026
The Specialist Deaf Curriculum Framework is helping deaf children and young people build confidence, independence and self-advocacy skills. Covering seven key areas, it supports families, schools and specialists.
October 2026
New free AI training from BCS aims to boost confidence across the education workforce. The programme offers practical guidance for teachers, leaders and support staff to use AI safely and effectively.
October 2026
A national roundtable has called for urgent reform to help young people with complex needs move into adulthood. Leaders say flexible regulation, early planning and stable relationships are essential to creating brighter futures.
October 2026
New Department for Education research finds that pupils who feel they belong at school are more likely to attend, engage and achieve. Case studies from 16 schools reveal practical strategies for creating inclusive, connected communities.
October 2026
The National Literacy Trust have launched a special schools/SEND learning pathway as part of the schools and settings offer for the National Year of Reading.
October 2026
Flourish, an online training and workforce support provider for schools, MATs and local authorities, has launched Flourish Community.
October 2026
nasen is looking for Trustees with Finance experience! Don't miss this opportunity. Apply now!
Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.
Written by the National Sensory Impairment Partnership
Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.
Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee