Schools could use routine information like attendance and behaviour logs to provide more tailored support for pupils with SEND, potentially reducing disruptions and improving engagement as educators better understand underlying triggers.
Schools may already hold enough information to give pupils with special educational needs and disabilities more precise support, Edward Farmilo argues in SEN Magazine, and that could help reduce disruption while improving attendance and engagement. His case comes as ministers push schools to tackle poor behaviour and missed lessons, with mainstream classrooms expected to become more inclusive for children with a wider range of needs.
The central point is that behaviour rarely appears without context. Farmilo says a child who calls out, refuses work or leaves a room may be signalling frustration, sensory overload or difficulty coping with the task in front of them. Guidance from autism support resources similarly stresses that reduced communication, increased movement or attempts to escape a setting can be signs of distress, not defiance.
That is where routine school records can matter. Attendance patterns, incident logs and day-to-day observations can reveal recurring triggers, such as difficulties with transport on a particular morning or heightened stress in group work. SEND definitions from Navigate SEND underline that support should be based on individual need rather than a formal diagnosis alone, which means schools can act on patterns even before a child has been labelled. Farmilo says small adjustments, from changing seating plans to having a familiar sensory item ready, can make the school day more manageable.
The article also points to the value of joining up information between staff and families. Changes at home, friendship problems or contact with other services can all affect how a pupil behaves in class, and those details are easier to spot when parents, carers and schools communicate regularly. That is especially important at transition points, such as moving to secondary school, when pupils may need help with routines, relationships and emotional regulation.
Farmilo argues that every adult in school, from teachers to lunchtime supervisors, should have access to the right background so they can respond consistently. Tools now emerging in the SEND sector, including AI-led advice services, crisis support apps and real-time behaviour logging platforms, all point in the same direction: more immediate, better informed responses. The broader lesson is that challenging behaviour can be an early warning sign, and schools that read it well may be better placed to help children settle, learn and build confidence.
Disclaimer: This content is for informational purposes only and is not intended to be a substitute for professional medical judgment, advice, diagnosis, or treatment.
