7.1) Special Educational Needs and/ or Disability (SEND)

Rating description: 

  • Fully met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data shows us they are not more at-risk than their peers (or the type of bullying isn’t a concern within school). We also actively work to prevent and respond to any bullying targeted at these pupils.
  • Partially met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data highlights that this group is more at-risk (or this type of bullying is an issue in school), therefore we are actively working to prevent and respond to this type of bullying.
  • Not yet met: We do not collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school).

Why is this important?

Research shows that children and young people with SEND are more likely to experience bullying, including online bullying, than their peers. Research from our United Against Bullying programme in 2021 found that 31% of pupils with SEND reported experiencing bullying in the past academic year (compared with 24% for all pupils). Children who have learning disabilities and autism are particularly at risk. By systematically recording and addressing these incidents, as well as raising awareness and celebrating difference across the wider school community, schools can help tackle these issues, identify patterns, implement targeted interventions, and provide tailored support to vulnerable groups. This proactive approach not only helps prevent further harm but also fosters a school culture where diversity is celebrated, and all pupils feel valued and safe.

Not only this, but it will ensure schools are following obligations under the Equality Act 2010, which introduced a public sector equality duty for all schools to have due regard to the need to:

  • eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act
  • advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
  • foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

This duty covers the ‘protected characteristics’ which includes disability. Under this public sector equality duty, schools must act if they are aware of the use of discriminatory language or language which targets pupils or school staff because of their protected characteristics. You can find out more via the Equality and Human Rights Commission guidance.

Top Tips: 

  • While we know that children with SEND are more at risk of bullying than their peers, it is important to acknowledge that this is because of external factors, attitudes of others, group dynamics, perceived differences, and systems in which children and young people live and learn; we should never imply to children that they are bullied because of who they are. 
  • It is important that the Equality Act 2010 is referenced in your anti-bullying policy, and specifically mentions SEND.
  • Disabled young people tell us that they often hear casual use of disablist language. It is vital to challenge all forms of disablist language when it takes place. 
  • Ensure that children and young people with SEND are supported to take the lead in anti-bullying initiatives. Consult with them about their experiences of disablism and bullying in school and online. Come up with your strategy with their input. 
  • Encourage staff to take our free CPD anti-bullying e-learning which includes a course on Bullying and SEND and Reducing Disablist Bullying: Disabilities, the Equality Act and Schools Duties.
  • We believe strongly in taking a person centred and social model of disability focused approach to reducing disablist bullying in school. 
  • You might want to start by watching this video we made with disabled young people:

Resources & Examples: 

Resources

We have a plethora of resources around bullying and pupils with SEND on the ABA website: 

Other external resources include:

  • NSPCC have a resource around keeping children with SEND safe online.
  • Childnet have a project called Thrive Online, which is about empowering young people with SEND to build happy and healthy online relationships (for secondary pupils), and Connect With Respect, which is a similar resource for primary-age pupils.
  • Whole-School SEND have a teacher handbook about embedding inclusive practice, as well as online CPD units.
  • Kidscape & Widgit created autism-friendly anti-bullying resources.
  • Ambitious About Autism have created a toolkit called Autistic and OK, which aims to empower autistic pupils to take control of their mental health and wellbeing, understand themselves and feel OK. They also have a toolkit called Include Autism, which helps ensure that autistic young people can access an inclusive and respectful environment in youth groups, which may help when thinking about making extra-curricular clubs inclusive and welcoming to all. 
  • National Deaf Children's Society has online CPD training on bullying and deaf children.
  • Contact is a charity supporting families with disabled children, which you may want to signpost parents/carers to.
  • The Office for National Statistics published a report on educational experiences of young people with special educational needs and disabilities in England, which includes suggestions for improvements.

Examples

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

Back to 7. At risk groups page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.