Summary
Reasonable adjustments are changes that schools and other settings can make to help children with disabilities access education, participate in activities and have the same opportunities as other children. They are designed to reduce or remove barriers that might make learning, communicating, managing the school day or taking part in school life more difficult. In England, schools have a legal duty under the Equality Act 2010 to make reasonable adjustments for disabled pupils. This can include children with physical disabilities, long-term health conditions, learning disabilities and neurodevelopmental conditions such as autism or ADHD, where the legal definition of disability is met. A child does not need to have an Education, Health and Care Plan (EHCP) or a formal diagnosis to be considered for support.
Children experience school differently, and an adjustment that helps one child may not be useful for another. For example, one child may find a busy classroom overwhelming, while another may struggle to process verbal instructions, organise their work, manage changes to routine or cope with extended periods of sitting still. Some children may find it difficult to explain what they need, particularly if they are worried about being treated differently or do not yet understand why certain situations feel harder for them. It is important to consider the individual child, their strengths, their needs and the barriers they experience, rather than making assumptions based on a diagnosis or how they appear to others.
Reasonable adjustments are not about giving a child an unfair advantage or removing every challenge from their education. They aim to make access fairer by reducing barriers that would otherwise prevent a child from learning or participating. For example, allowing a child extra time to process an instruction, providing written reminders or offering a quieter space may help them demonstrate what they know without being disadvantaged by a particular difficulty. Adjustments can also support wellbeing, confidence, independence and relationships with peers. They may be useful throughout the school day, including lessons, examinations, lunch, assemblies, school trips and other activities.
Adjustments should be considered in partnership with the child, their parents or guardians and relevant school staff. Children should have opportunities to explain what they find difficult and what helps them, in ways that suit their age and communication needs. Some children will know exactly what they need, while others may need adults to help identify patterns and explore possible solutions. It can be useful to try an adjustment, review whether it is helping and make changes when needed. A child’s needs may also change over time, so arrangements should not be treated as fixed if they are no longer effective.
Reasonable adjustments can be simple, practical changes, but they may make a significant difference to a child’s experience of school. They work best when staff understand why they are needed, apply them consistently and avoid making the child feel singled out or embarrassed. Children should not have to struggle unnecessarily before support is considered, and asking for adjustments is a reasonable way to help them access education and take part in school life.
What reasonable adjustments could children request?
Reasonable adjustments should be based on the barriers a child experiences and the changes that may help them access education. Children can ask for support directly, or their parents or guardians can raise concerns with the school on their behalf. Some children may know exactly what would help, while others may need support from adults to identify possible adjustments. The examples below are options to discuss with the school rather than a list of adjustments every child will automatically receive. The most appropriate arrangements will depend on the child’s individual needs and circumstances.
Support with learning and instructions
Some children may find it difficult to process spoken information, concentrate for long periods, remember instructions or organise their work. Possible adjustments include providing written instructions alongside verbal explanations, breaking tasks into smaller steps, checking understanding privately, allowing additional processing time and providing reminders about deadlines. Teachers may be able to provide lesson notes, visual prompts, task checklists or examples of completed work. A child who struggles to copy information from the board may benefit from having the information printed or shared digitally. Where appropriate, access to a laptop, speech-to-text software or text-to-speech tools may also help.
Support with concentration and sensory needs
Classrooms can be busy environments, with background noise, bright lighting, movement and frequent changes in activity. Some children may find these conditions distracting, uncomfortable or overwhelming. Adjustments could include choosing a suitable seating position, reducing unnecessary distractions, allowing access to ear defenders where appropriate, providing movement breaks or identifying a quieter space for particular tasks. A child who becomes overwhelmed during the school day might benefit from an agreed way to communicate that they need a break, such as a card, visual signal or discreet conversation with a trusted member of staff. Any arrangements should consider the child’s safety, learning and ability to participate.
Support with anxiety and emotional regulation
Some children may experience anxiety around school attendance, tests, transitions, unfamiliar activities or situations where they feel under pressure. They might benefit from advance notice of changes, clear explanations of what will happen, access to a trusted adult or an agreed plan for managing difficult moments. A child who becomes overwhelmed in assemblies or busy corridors might need an alternative arrangement or additional support during these times. A child who finds it difficult to explain their feelings could use a simple visual scale, written message or agreed signal to communicate when they need help. Support should aim to help the child participate safely and build confidence, rather than automatically excluding them from activities.
Support with assessments and examinations
Some children experience barriers during tests or examinations that make it harder for them to demonstrate what they know. Depending on their needs and the relevant assessment rules, possible arrangements may include a suitable room, rest breaks, a reader or scribe, assistive technology or extra time. The arrangements permitted depend on the type of assessment, the child’s needs and the applicable rules. In formal examinations, schools must follow the relevant awarding body’s requirements, and adjustments may need to be agreed in advance. Extra time is not necessarily the most helpful adjustment for every child, so the school should consider what difficulty the child experiences and which arrangement would address it.
Support with communication and social situations
Some children may find it difficult to understand indirect language, interpret social situations, express their needs or ask for help in front of other people. Adjustments could include using clear and direct language, explaining expectations explicitly, allowing alternative ways to communicate and giving the child additional time to respond. Staff might help them understand routines for group work, identify a trusted adult or navigate situations such as changing for PE, eating in the dining hall or moving between lessons. If a child is experiencing bullying or social exclusion, the school should respond to the concern and consider what support will help them feel safe and participate in school life.
Support with physical access, health and personal care
Children with physical disabilities or health conditions may need adjustments to access the school environment and take part in activities. Depending on their needs, this could include suitable seating, accessible learning materials, additional time to move between lessons, help carrying equipment, access to medication or agreed arrangements for managing a health condition. Some children may need flexibility around toilet access, eating, drinking or taking medication during the school day. A child who experiences fatigue or pain may need the school to consider how activities and routines can be managed safely. These arrangements should be discussed with the child, their family and relevant professionals where appropriate.
Support with attendance and transitions
Changes in routine, school-related anxiety, health needs or overwhelming environments can sometimes make attendance difficult. A child may benefit from a carefully planned return after an absence, preparation for a new teacher or classroom, additional transition visits or a clear plan for what to do when they arrive at school. If a child is struggling to attend, the school and family can explore what is making attendance difficult and what support might help. Any temporary changes to the school day should be planned carefully, reviewed regularly and considered alongside the child’s educational and social needs.
What can children and families implement themselves?
Children and their families can take practical steps to identify what helps, communicate needs and make everyday routines more manageable. These strategies do not replace a school’s responsibilities to make appropriate reasonable adjustments, but they can support discussions with staff and help children develop confidence in managing their needs.
It can be useful to notice when school feels easier or harder. For example, a child might find written instructions easier to follow than verbal explanations, feel more comfortable when they know about changes in advance or become overwhelmed after several noisy lessons. Keeping a brief record of these experiences can help identify patterns and provide specific examples when speaking to school staff. Rather than simply saying that school is difficult, a child might explain that they lose track of instructions when several things are said at once, or that they struggle to concentrate when sitting near a busy doorway. This can help the adults involved consider which adjustments might be most useful.
Children can also practise ways to communicate their needs. Depending on their age and communication preferences, they might use a written note, a checklist, a visual card or a prepared phrase such as “Could you explain that another way?” or “I need a moment to process that”. They may find it helpful to identify a trusted adult they can approach if they become worried or overwhelmed. However, children should not be expected to explain or advocate for all their needs independently, particularly when they are young, distressed or find communication difficult.
At home, families can support organisation by using calendars, visual timetables, reminders, checklists or a consistent place for school equipment. Preparing for changes in routine, practising unfamiliar journeys or discussing upcoming events may reduce uncertainty for some children. Families can also encourage children to notice which strategies help them concentrate, relax or recover after a demanding school day. These strategies should be flexible and adapted to the child rather than becoming another set of expectations they feel they must meet perfectly.
Parents and guardians can help by communicating with school staff, sharing relevant information and describing the impact a difficulty has on their child’s education and wellbeing. It may help to explain what has already been tried, what appears to work and what the child says they need. If a proposed adjustment is not helping, this can be discussed and reviewed rather than assuming the child is unwilling to cooperate. It is also important to involve the child in decisions in ways that are appropriate for their age and understanding, so that they have a voice in the support they receive.
Education, Health and Care Plans (EHCPs)
An Education, Health and Care Plan (EHCP) is a legal document in England for children and young people up to the age of 25 who have special educational needs or disabilities and require more support than can ordinarily be provided through the school’s usual SEND support arrangements. It sets out the child’s identified needs and the special educational provision required, alongside relevant health and care provision.
An EHCP is not required for a child to receive reasonable adjustments. Schools have duties to make reasonable adjustments for disabled pupils under the Equality Act 2010, and children can also receive SEN support without having an EHCP. If a child may need more extensive or coordinated support, their parents or guardians can ask the local authority for an Education, Health and Care needs assessment. The local authority decides whether the legal criteria for an assessment and plan are met. More information is available at gov.uk/children-with-special-educational-needs.
What can schools do?
Schools can help by creating an environment in which children feel able to communicate their needs and access learning without unnecessary barriers. This involves listening to pupils and their families, considering individual circumstances and identifying adjustments that are practical and effective. Staff should not assume that a child is managing simply because they attend lessons, achieve academically or do not visibly show distress. Some children work hard to hide their difficulties, and the effort involved may affect their wellbeing outside the classroom.
A school can work with the child, their parents or guardians, the special educational needs coordinator (SENCO) and relevant professionals to understand what is difficult and what changes might help. This could involve reviewing the classroom environment, teaching methods, routines, communication, assessment arrangements or access to activities. Schools can use observations, discussions and feedback from the child to identify barriers that may not be immediately obvious. They should consider adjustments across the school day, including lessons, breaks, lunch, examinations, trips and extracurricular activities where relevant.
Consistency is important. If an adjustment has been agreed, staff who work with the child may need to understand what it involves and when it should be used. For example, a child who needs instructions in writing may struggle if this happens in some lessons but not others. With appropriate attention to privacy, the school can record the agreed arrangements, communicate relevant information to staff and identify who will review whether the support is working. Children should not have to repeatedly explain their needs to different adults when the school can reasonably coordinate this information.
Schools should also consider whether their usual rules or routines place a disabled child at a substantial disadvantage. This might involve reviewing how behaviour policies are applied, how children access activities or how information is communicated. Reasonable adjustments are not a reward for good behaviour, and a child should not have to reach crisis point before their needs are considered. Where a child’s behaviour may be linked to an unmet need or disability, it is important to consider the underlying difficulty and appropriate support, while maintaining the safety and wellbeing of everyone involved.
Adjustments should be reviewed to establish whether they are making a meaningful difference. The school can ask the child and their family what has helped, consider any remaining barriers and make changes where needed. If an adjustment is not effective, this should lead to further discussion rather than an assumption that the child cannot be supported. Reasonable adjustments are individual and may change as a child develops, moves between year groups or faces new demands.
How to help myself
If you are a child who needs adjustments at school, remember that finding some parts of school more difficult does not mean that you are not trying hard enough. You may need information presented differently, extra time to process things, a quieter place to work or support with changes to routine. Different people need different things to learn and participate, and asking for help is a reasonable thing to do.
Try to notice what makes school easier or harder for you. You might find it useful to think about when you feel comfortable, when you become overwhelmed and what helps you get back on track. If explaining your needs feels difficult, you could write them down, draw a picture, use a visual scale or ask a trusted adult to help you explain. You do not have to know the exact name for an adjustment before asking for support. Describing what happens and what might help is a useful starting point.
If you feel nervous about speaking to a teacher, consider asking a parent, guardian, teaching assistant, SENCO or another trusted adult to help you. You could practise what you want to say beforehand or ask someone to attend a meeting with you. If an adjustment has been agreed but is not happening consistently, try to tell a trusted adult so that they can help you raise the issue. You deserve to have your needs taken seriously, and you should not have to manage every difficulty alone.
How to help a loved one
If a child tells you that school feels difficult, try to listen without assuming that they are being lazy, difficult or unwilling to learn. Ask what happens in the situations they find challenging and what they think might help. Some children will explain their needs clearly, while others may communicate through behaviour, withdrawal, physical complaints or reluctance to attend school. These signs can have different causes, so approach them with curiosity and consider whether the child is experiencing barriers that have not yet been addressed.
Parents and guardians can help by working collaboratively with the school and sharing specific examples of the child’s difficulties. Explain how these difficulties affect learning, participation, independence or wellbeing, and identify any strategies that have helped at home or in other settings. Ask who will coordinate the support, how agreed adjustments will be communicated to relevant staff and when the arrangements will be reviewed. Keeping a record of important conversations and agreed actions may help everyone understand what has been discussed and what still needs to happen.
Try to involve the child in decisions without placing the responsibility for securing support entirely on them. They may want certain adjustments to be discreet because they are worried about standing out, or they may need help explaining why something is difficult. Respect their preferences where possible while ensuring that they understand the support available. Avoid comparing them with siblings or classmates, as children can have very different needs even when they are the same age or attend the same school.
If you disagree with the school’s response or feel that the adjustments are not meeting the child’s needs, request a further discussion with the class teacher, SENCO or appropriate senior member of staff. Explain the impact on the child and ask what alternatives could be considered. You can seek independent advice if you need help understanding your child’s rights or navigating the SEND system. If the child is distressed, being excluded from activities or struggling to attend school, continue to raise these concerns rather than assuming they will resolve themselves.
Myth Buster
Myth: Reasonable adjustments give some children an unfair advantage
Truth: Reasonable adjustments aim to reduce barriers so that disabled children can access education and participate more fairly. They do not automatically make tasks easier or remove the need for learning
Myth: A child needs a diagnosis or an EHCP before adjustments can be considered
Truth: An EHCP is not required for reasonable adjustments. Schools should consider the barriers experienced by disabled pupils and can also provide SEN support to children who need help with learning
Myth: Reasonable adjustments are only for children with physical disabilities
Truth: Adjustments can support children whose disabilities affect communication, concentration, sensory processing, learning, emotional regulation, mobility or other aspects of everyday school life
Myth: Every child with the same diagnosis needs the same adjustments
Truth: Children have individual strengths, needs and preferences. Adjustments should be based on the barriers a particular child experiences rather than assumptions about their diagnosis
Myth: If a child can manage something at home, they should be able to manage it at school
Truth: School can involve different sensory demands, social expectations, time pressures and levels of independence. A child may manage a task in one environment but need support in another
Myth: Children should have to try harder before asking for adjustments
Truth: A child may already be working very hard to manage barriers that others do not experience. Identifying and reducing those barriers can help them participate and learn more effectively
Myth: Reasonable adjustments should never change once they have been agreed
Truth: Children’s needs can change over time, and an adjustment that once helped may no longer be effective. Support should be reviewed and adapted when necessary
Myth: Asking for reasonable adjustments means a child will be singled out
Truth: Adjustments can often be provided discreetly and incorporated into everyday school routines. Children should be involved in decisions about how support is provided wherever possible
Myth: Schools only need to consider adjustments during lessons
Truth: Access to education includes other parts of school life, such as break times, lunch, examinations, school trips and activities. Barriers in these situations may also need to be considered
Myth: If a school says no to one request, there is nothing else that can be done
Truth: The school and family can discuss the reasons, explore alternative adjustments and seek advice if needed. The appropriate response depends on the child’s circumstances and the school’s legal duties
Support
If you think a child may benefit from reasonable adjustments, the first step is often to speak with their class teacher, form tutor or special educational needs coordinator (SENCO). Explain what the child finds difficult, how this affects them and what changes might help. You can ask for a meeting to discuss possible adjustments and how their effectiveness will be reviewed.
The GOV.UK website provides information about reasonable adjustments, disability rights and special educational needs support in England. Visit gov.uk/help-for-disabled-child/education for information about support available to disabled children at school.
Your local Information, Advice and Support (IAS) service can provide impartial information and advice to children and young people with SEND and their parents or guardians. These services can help families understand the SEND system, prepare for conversations with schools and explore their options. You can find information through your local council or by searching for your local SEND Information, Advice and Support Service.
If you are concerned that a school may be discriminating against a disabled child or not meeting its legal obligations, the Equality Advisory Support Service can provide information about discrimination and equality rights. Independent organisations such as IPSEA also provide information about special educational needs law and the rights of children and families. Their websites are eass.org.uk and ipsea.org.uk.
Support should focus on understanding the child’s individual needs, removing barriers and helping them participate in education as fully as possible. Children and families do not have to navigate the process alone, and it is appropriate to ask questions, seek advice and request a review when the support in place is not working.
Helplines
Contact
Contact is a charity providing information, advice and support to families with disabled children and young people aged 0–25. They can help with questions about school support, reasonable adjustments, SEND, EHCPs, benefits and accessing services. You do not need to have a formal diagnosis to contact them.
Phone: 0808 808 3555
Opening times: Monday to Friday, 9:30am–5pm (Tuesdays from 10:15am)
Website: https://contact.org.uk/
SEND Information, Advice and Support Service (SENDIASS)
SENDIASS provides impartial information, advice and support to children and young people with special educational needs and disabilities (SEND) and their parents or guardians. They can help families understand their rights, communicate with schools and navigate support such as SEN provision and EHCP assessments. Each local area has its own service, so contact your local council to find your nearest service.
Website: https://www.sendiass.org/
Equality Advisory Support Service (EASS)
EASS provides information and advice about discrimination and equality rights. It may be able to help if you are concerned that a child has been treated unfairly or that a school has not met its duties under the Equality Act 2010.
Website: https://www.equalityadvisoryservice.com/
IPSEA
IPSEA is a charity providing information and resources about the education rights of children and young people with special educational needs and disabilities. It can help families understand the SEND system, including school support, EHCP assessments and plans, and what options may be available if they disagree with a decision.
Website: https://www.ipsea.org.uk/
Childline
Childline is a free service for young people to talk to a counsellor about anything. The service is available 24 hours a day, 7 days a week. Childline is available to anybody who is 18 years old or younger.
Phone: 0800 1111
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
You can also find helpful resources, speak to a counsellor online or send a message on their site.
Website: www.childline.org.uk
For adults concerned about a child, the NSPCC can be contacted
NSPCC
NSPCC is a children’s charity that works to protect children and prevent abuse and neglect. They provide support and advice for adults about child abuse, neglect, child safety, online safety and children’s mental and emotional wellbeing.
Phone: 0808 800 5000
Opening times: 10 am–4 pm, Monday–Friday
Email: help@nspcc.org.uk
Email opening times: 11 am–4 pm, 7 days a week
Website: www.nspcc.org.uk
YoungMinds
YoungMinds is a national charity supporting the mental health and wellbeing of children and young people. They provide information, advice and support for parents and carers who are concerned about a young person’s mental health, and help people understand mental health difficulties, find appropriate support and access useful resources. Their Parents Helpline can provide information, advice, emotional support and signposting to other services.
Parent helpline: 0808 802 5544 (9:30 am – 4 pm on Mondays, Thursdays and Fridays, and from 9:30 am – 6 pm on Tuesdays and Wednesdays)
Email: parents@youngminds.org.uk
Webchat: https://www.youngminds.org.uk/parent/parents-helpline/
Shout
Shout is a free, confidential text messaging service that provides support to anyone who is struggling to cope. It can help with a wide range of issues, including stress, anxiety, low mood, loneliness, relationship difficulties, bullying, self-harm, suicidal thoughts, feeling overwhelmed and other mental health challenges.
Text: SHOUT to 85258
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
Website: www.giveusashout.org
Mind
Mind is a mental health charity providing information, advice and support for people experiencing mental health difficulties. They cover a wide range of mental health and wellbeing issues, including anxiety, depression, stress, relationships, loneliness, coping with difficult experiences and managing everyday life. Mind provides information to help people understand what they are experiencing, know their rights, find appropriate support and feel less alone.
Phone: 0300 123 3393
Opening times: 9am–6pm, Monday to Friday (excluding bank holidays)
Email: info@mind.org.uk
Website: www.mind.org.uk
Samaritans
Samaritans is a charity providing emotional support to anyone who is struggling to cope or needs someone to talk to. They are there for people experiencing all sorts of difficulties, including stress, anxiety, loneliness, relationship or family problems, bereavement, feeling overwhelmed and concerns about mental health or suicide.
Phone: 116 123
Opening times: 24 hours a day, 7 days a week, 365 days a year
Website: www.samaritans.org
