Team Up recently held our Spring term Tutor Enrichment Seminar, which focused on SEND and Neurodiversity. The session explored how tutors can better understand and support learners with special educational needs and neurodivergent profiles. Our expert panellists drew on their professional experience and personal perspectives to share practical strategies for creating inclusive learning environments.

The seminar also included a Q&A session, during which attendees asked questions about supporting learners with a range of needs in tutoring and classroom settings.

Our expert panel included:

James Coleman

James is a Team Up trustee. James is a former primary head teacher in London and a director of a SCITT (school-based initial teacher training centre) – after previous consultancy roles, he now serves as Head of Operations for the National Association of School Based Teacher Trainers.

Jacqui Cunningham

Jacqui started in Education as a SENTA in an Infant School and quickly progressed to SENCO assistant, a job she did for 25 years in the same Infant School setting.

She decided after having a year off work with illness that she would like more of a challenge, so went for a job as Deputy SENDCo at a Secondary School and has now been there for just short of 3 years. She says: ‘I absolutely love the challenge that every day brings and that no day is ever the same. It’s totally different to KS1 and 2, but incredibly rewarding when you see the children leave with a college place secured and the confidence they need to succeed.’

Thomas Couldridge

The majority of Tom’s experience is from upper KS2 (Year 6). He has worked with a wide range of pupils within mainstream settings. He has experience in SLT as behaviour lead and maths lead for a federation of schools and now works in partnership with school staff and directly with pupils and parents.

After introducing themselves and their experience working with learners with SEND, the panellists discussed several common areas of need and shared strategies tutors can use to support students more effectively.

Here are just some of the highlights shared during the event:

Recognise and build on students’ strengths

Students with ADHD or other neurodivergent profiles often bring enthusiasm, creativity and strong problem-solving skills. Rather than shutting down that energy, tutors can acknowledge it and help students channel their excitement into structured learning steps.

Break information into manageable chunks

Many students with SEND find it easier to process information when it is delivered in smaller, clear steps. Chunking instructions and checking understanding before moving on can help students stay engaged and avoid becoming overwhelmed.

Movement breaks can support regulation

For students with ADHD or attention-related challenges, short movement breaks can help maintain focus and prevent dysregulation. Tutors can learn to recognise early signs that a student may need a break and build this into sessions where appropriate.

Remove barriers that prevent students from demonstrating their ideas

Students with dyslexia or dyspraxia may have excellent ideas but struggle with the physical act of writing or spelling. Tools such as talk-to-text software, sentence starters, or providing key vocabulary in advance can help students express their thinking more confidently.

Pre-teaching can build confidence

Introducing key vocabulary or concepts ahead of time can help students feel more prepared and confident when encountering new material. Even a few minutes spent revisiting ideas from a previous session can make learning more accessible.

Strong relationships are essential

For students with social, emotional and mental health (SEMH) needs, feeling safe and valued by a trusted adult can make a significant difference. Building rapport, validating students’ contributions, and showing genuine interest in them as individuals can help create a supportive learning environment.

Team Up would like to thank our panel of expert speakers for sharing their insights, experiences and practical strategies during the seminar. Their thoughtful contributions helped highlight how tutors can make small but meaningful adjustments to support learners with SEND and neurodivergent students.

We’d also like to thank everyone who joined the seminar for contributing their questions, reflections and experiences. We hope attendees left feeling more confident and equipped with strategies they can apply in their tutoring sessions.

Keep an eye on our social media channels @teamuphub to hear about more upcoming seminars and workshops, which are exclusively available to our Volunteer Tutors and alumni.

If you’re interested in joining Team Up and gaining access to seminars like this, contact us at tutor.applications@teamup.org.uk or apply now to start your Team Up journey.