SEND Reforms: A NASS open forum for all special schools

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How can a trauma-informed approach in special schools support the diverse and complex needs of learners?
In this guest blog, Julie Harmieson from TISCUK outlines how trauma-informed practice can be embedded across special school settings to better understand behaviour, support regulation and create environments where both learners and staff can thrive.
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SEMH: The missing foundation of teacher education
In this guest blog, Matthew Harris from St Edward's School shares what drove his school to partner with St Mary’s University to launch the UK’s first Primary PGCE with an SEMH enhancement. He highlights how too many teachers start their careers feeling unprepared to support pupils with SEMH needs, leaving some of the most vulnerable children without the understanding and help they deserve.
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