Supporting Student Teachers with SEND: Insights from Initial Teacher Education Practice

30th April 2026

Exploring how SCITTs and universities are responding to evolving expectations around SEND in initial teacher education

Philippa Huynh, ITE Programme Specialist & Customer Experience Manager at Mosaic, shares reflections on how those working in initial teacher education are supporting student teachers (trainees) with SEND, drawing on insights from a recent Mosaic Customer Insights Forum.

Philippa Huynh

ITE Programme Specialist & Customer Experience Manager, Mosaic

Undertaking a Professional Doctorate in Education (EdD), with a research focus on the professional socialisation of beginning teachers.

Teacher educator and former SCITT Programme Lead

Professional community is really important to us at Mosaic

We love talking to our customers about their provision and we are always looking for ways to bring universities and SCITTs together to share insights from their work. Our Customer Insights Forums are a great opportunity for course leads to discuss their approach to areas of practice. A recent forum focused on inclusion; an area now graded in the ITE Inspection Framework. Under the new framework, teacher education organisations will be assessed on how effectively they support student teachers (trainees) with identified SEND and those experiencing barriers to learning and/or wellbeing. As a group, we considered what this can mean in practice. I share some insights here to highlight the positive work that teacher educators across the sector are doing to establish an inclusive culture and to invite discussion about this important area.

An inclusive culture

It was really clear that the course leads in the forum are motivated to see all trainees thrive during their training year and flourish in the profession. Those working in teacher education work hard to create a culture where trainees feel included and able to share any needs or barriers to learning with their course leads or tutors. This process can start as early as recruitment with applicants being invited to share support needs at an early stage. An early invitation can open a conversation with trainee teachers that evolves across the year. Trainees’ circumstances are increasingly complex and course leads recognise that relationships and open communication is the basis for effective support.

Supporting trainees with SEND

In the forum, we discussed some of the issues that arise when communicating with adult learners about SEND in the context of preparation for a professional role. Leads commented that an increasing number of new recruits share a recent SEND diagnosis at the start of the course. It can be difficult for a beginning teacher with a recent diagnosis to anticipate what their needs might be in a new learning or placement context. Part of the discussion focused on the challenges associated with supporting trainee teachers who are waiting for a diagnosis or have chosen not to disclose a specific need. Colleagues in the forum also shared that it can be difficult to decide what constitutes a reasonable adaptation for an identified need, or to ensure that needs are met equitably across placements.

Communicating with clarity

The Mosaic trainee survey tells us that trainee teachers really appreciate it when expectations are communicated in a systematic, structured way. This can be particularly beneficial for trainees with SEND or for those navigating complex circumstances. As part of the forum discussion, Annie Gouldsworthy, Director of ITT at King Edward’s Consortium shared some insights from her own provision, emphasising the benefit of communicating clearly with trainees with SEND needs and preparing them carefully for unfamiliar situations. Annie and her team look for ways to reduce trainee teachers’ uncertainty or anxiety.

For example:

Annie shares photographs of locations and detailed arrival information ahead of the recruitment interviews or school visits.
Accessibility is a focus when designing or sharing training materials.
A structured placement induction can help trainees to settle into a new placement, particularly those that might need additional support to adjust to new routines and environments.
Annie and her team will visit a school with a trainee teacher to support transition into placement.
Another approach they have found beneficial is informal ‘coffee catch-ups’ across the year.
They have found that trainees really value a regular opportunity to discuss their experience of programme and placement.

Approaches like this can help ITE teams to stay attuned to a trainee’s experience and identify support needs as they arise.

Prepared for the role

As trainee teachers begin to prepare for the full professional role, course leads consider how best to prepare trainees with SEND for moving into employment. Discussion focused on the challenge of balancing support with preparation and considered the role of coaching in preparing trainees for the next step. For trainees with SEND preparation for employment can include coaching in navigating new environments and communicating effectively about their needs in an employment context. Do get in touch with us at Mosaic – we would love to hear about your provision. Thank you to everyone who took part in the forum for their thoughtful insights and for being part of the Mosaic community.

Continue the conversation

We’re continuing these conversations through our Mosaic Insights Forums.

If you’d like to share your perspective or connect with us, we’d be pleased to hear from you.