Why one size doesn’t fit all in education

18.4% of UK children have some form of SEND need, including SEMH. This figure is on the rise.

The UK national curriculum often leaves them behind.

Through no fault of their own, mainstream schools lack the resources to tailor the learning experience to their specific needs and learning styles.

That’s what OCEM is here for.

This blog will explore how we support these children. In education, emotionally and mentally.

The challenges of SEMH children in mainstream education

With almost 1 in 5 children having a SEND need, one linear education route clearly doesn’t fit all.

SEMH needs encompass a broad range of emotional and behavioural challenges. From anxiety and attention difficulties to more complex issues, such as abuse and trauma.

For SEMH children, survival often takes precedence over education. Learning how to spell and doing algebra doesn’t matter when you’re hungry, exhausted or distracted.

Being under relentless emotional pressure and witnessing adverse events has a large impact on a developing brain. Trauma changes the brains’ pathways and processes—making learning an almost impossible task. Especially if the child is already neurodiverse.

Add the stress of being misunderstood and punished for adverse behaviour in school and you’ve got the perfect recipe for a complete rejection and negative experience of education.

Their safeguarding and wellbeing should take priority over school in these instances. It’s only then that a child might generate the capacity for education.

How a tailored approach contributes to mainstream curriculum

Our aim is to make learning a transformative experience. Both academically and personally.

For children with SEMH, this requires adaptability and resilience. Each child's situation is unique. For instance, if a child tends to stay up late gaming until 2am, we might start their school day at 11am instead of the usual 9am. We would then slowly move their start time incrementally earlier to help them regulate their circadian rhythm. Another child might need a month of patient interaction before they begin to trust and open up.

It’s a slow journey. We can work on behaviour and unhealthy patterns later—once they have a good foundation of wellbeing measures in place. Changing too much all at once will result in a complete shutdown.

Once we’ve established a routine and found their flow, we can explore BTECs, foundation levels and ASDAN CoPE, all nationally recognised accreditations.

Nurturing their interests acts as a gateway to wider learning.

This is demonstrated in Declan’s* story.

*Name changed for privacy and safeguarding

Declan’s story

When Declan first came to us, he was completely disengaged. He hardly spoke to us for weeks. But then we discovered his affinity for fishing.

We started reading fishing magazines. Making conversation about them to build trust. Visiting local fishing spots. We worked on tailoring comprehension questions and quizzes to fishing, so it didn’t quite feel like education.

Slowly but surely, this became a gateway to more formal learning. After six months of nurturing his passion, Declan was reading other books and expanding his skillset.

He became brighter and happier. A lot more prepared to further his education.

Changing your perspective as a school or parent

It’s important to see beyond academic performance and focus on wellbeing.

A child might benefit from spending part of their week off-site with OCEM—which could improve their mental health and academic results in the long run. For exams, this might involve requesting accommodations like extra time or a quiet room. It’s about knowing the child as an individual and doing what's right for them—rather than just what’s best for the school.

Parents shouldn't feel pressured by the stigma that their child isn't “academic.” Let’s put it this way, Albert Einstein had autism. Maya Angelou suffered extreme abuse. David Beckham has OCD and Tourette’s syndrome. Richard Branson dropped out of school at 16. Yet the world knows their names, for all the right reasons.

At OCEM, we’re here to support everyone involved in the child’s life. We’re not here to scrutinise and oppress. It takes time and openness to rewrite old beliefs, but progress is being made.

Support every child's individual journey

Our mission is to give each child the best possible chance in life. When they feel listened to and supported, their academic journey, no matter how it looks, becomes far more successful.

This isn’t about the tutors, schools or even their results. It’s about the child.

At OCEM, we’re more than just tutors. We’re advocates and support workers. We build confidence, instil values and celebrate the uniqueness of each child.

Individuality is a superpower, not a flaw.

Learn more about what we do.