A young person does not need to give a confident speech in a meeting to have a meaningful say in their education. Their views may be easier to share through a short written answer, a choice between pictures, a drawing or a conversation with someone they trust.
The aim is to understand what the learner means and use that understanding in decisions. Collecting a quote for a form is only a small part of the process.
Offer a choice of ways to contribute
Ask how the learner would prefer to communicate. Some people find speaking easier while walking or completing an activity. Others need time to write, use an established communication aid or talk through a trusted adult. A preference may change depending on the question and setting.
Avoid assuming that a learner who does not speak in a meeting has nothing to say or does not understand. Equally, do not assume that a picture-based activity is automatically accessible. The format should fit the person, including any specialist communication advice already in place.
For a young person with SEND, the SEND Code of Practice for England is an important reference for participation in decisions. Our guide to preparing for a learning review explains how the learner’s contribution can inform a wider discussion.
Ask about something concrete
A question such as “How do you feel about school?” may be too broad to answer. A more focused prompt can make it easier to identify a useful change:
- Which part of this morning was easiest to start?
- Was there a moment when you wanted help but could not ask?
- Which place would you choose for this activity?
- What would you like the new tutor to know?
Use neutral language and leave room for an unexpected answer. “You liked the quiet room, didn't you?” encourages agreement rather than understanding. If offering options, include a way to say something different or decline to answer.
Check your interpretation
A selected picture or a short phrase may have several meanings. Confirm the interpretation in a way the learner can use: “I think you mean the corridor is difficult when it is crowded. Have I understood?” Do not repeatedly question someone until they give the answer an adult expects.
Keep the young person's words distinct from adult observations. “The learner chose the picture of the small group” and “The tutor believes a small group may feel safer” are different statements. Both may be relevant, but only the first describes a directly expressed choice.
If communication needs are complex, work with the people and professionals who know the learner's established communication methods. A new activity should support that system rather than replace it.
Make participation manageable
Explain what the question is for, who will receive the answer and what decisions are possible. Avoid asking a young person to repeat a distressing history simply because another adult has joined the discussion. Share relevant information appropriately within the professional network.
An illustrative approach before a review is to offer three short prompts over separate sessions: something to keep, something to change and something to try. The learner can decide which contributions they want shared. Adults still need to act on safeguarding concerns through the proper process and should not promise absolute secrecy.
Show the learner what happened next
Participation becomes more meaningful when the learner can see its effect. Explain what will change, who will do it and when you will check back. If a request cannot be met, give an honest, accessible reason and explore what might help instead.
A follow-up question can be simple: “We changed the way the lesson starts. Is it easier to know what to do now?” The answer may show that another adjustment is needed.
Reconnect Learning's SEND support information for parents sets out the types of needs that can inform a personalised pathway. When discussing support, include how the young person prefers to communicate, so their perspective can shape the conversation from the start.