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Why SEN Support Is the Biggest Staffing Challenge in East Midlands Schools

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​Schools across Lincolnshire and Derbyshire are facing a growing challenge. The demand for SEN support has risen sharply, yet the supply of trained, confident staff has not kept pace.

Post-Covid, more pupils are presenting with SEMH, ASD, ADHD and complex behavioural needs. This is not just a special school issue. Mainstream primaries, secondary's and academies are feeling the impact daily. SENCOs and senior leaders are under pressure to maintain provision with limited budgets and shrinking applicant pools.

One of the biggest misconceptions in education recruitment is that SEN support is simply about “extra hands”. In reality, the wrong adult in a vulnerable child’s classroom can undo weeks of progress. SEN support requires patience, emotional regulation, safeguarding awareness, and the ability to build trust slowly.

This is where many schools struggle. They are not short of applicants. They are short of prepared applicants.

In Lincolnshire and Derbyshire, we regularly speak to schools who have experienced high turnover in TA and support roles. Often, candidates leave not because they lack care, but because they were not properly prepared for the realities of SEN environments.

That is why training matters just as much as experience.

At Aspira Education, we see strong outcomes when schools invest in candidates who want to learn, not just those who tick boxes. Youth workers, sports coaches, residential care staff and career-changers often thrive in SEN roles when given the right foundation.

Safeguarding knowledge, behaviour awareness, and confidence around professional boundaries make a real difference. These are not optional extras. They are essential.

From a recruitment perspective, schools that prioritise training pathways see better retention. Pupils benefit from consistency. Staff feel supported rather than overwhelmed.

The SEN staffing challenge is not going away. But with the right approach, it can be managed sustainably.

If schools across the East Midlands want stability, the focus must shift from short-term cover to long-term capability building.

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