The Four Broad Areas of SEND Needs (UK): A Parent-Friendly Guide to What Schools Mean—and How Support Works
The Four Broad Areas of SEND Needs (UK): A Parent-Friendly Guide
What schools mean, how support works, and why your child doesn't have to fit neatly into one box
If You're Feeling Overwhelmed, Start Here
If you've heard terms like "communication and interaction needs" or "SEMH" and aren't sure what they mean — or you're worried about what it means for your child — this guide is here to help.
Many families feel confused by the language schools and Local Authorities use. This guide breaks down the four broad areas of SEND in plain English, explains how schools use them to plan support, and answers the questions parents most commonly ask.
The One Thing to Know
The four broad areas are planning categories, not labels or diagnoses. They help schools understand barriers to learning and put the right support in place. Many children's needs span multiple areas — and that's completely normal.
What Does "SEND" Mean in England?
SEND stands for Special Educational Needs and Disabilities. A child has SEN if they need extra or different support to learn compared with most children of the same age.
The SEND Code of Practice (2015) is the official guidance that sets out how schools, Local Authorities, and other services should support children with SEND. Within this guidance, needs are organised into four broad areas to help with planning — not to put children in boxes. For a broader overview of SEN, see our guide on what SEN and SEND means.
Where the Four Areas Come From
The four areas come directly from the SEND Code of Practice. They're used across England as a shared framework so that schools, parents, and professionals can talk about needs in a consistent way. They help identify barriers and guide what adjustments might help — but they're not fixed categories, and needs can (and do) change over time.
Overview: The Four Broad Areas of Need
Communication & Interaction
Difficulties with speech, language, understanding, or social communication. Includes autism spectrum conditions.
Cognition & Learning
Difficulties with understanding, memory, or processing information. Includes specific learning difficulties like dyslexia.
Social, Emotional & Mental Health
Difficulties that affect emotional regulation, behaviour, or relationships. Includes anxiety, trauma responses, and ADHD-related presentations.
Sensory and/or Physical
Visual or hearing impairments, physical disabilities, or sensory processing differences affecting access to learning.
1. Communication and Interaction
This area includes children who have difficulties with speech, language, or understanding — and those who find social communication challenging. It includes children on the autism spectrum, even if they don't have difficulties with speech itself.
What It Can Look Like
Supports That May Help
- Visual timetables and clear, simple instructions
- Extra processing time before responding
- Preparation for transitions and changes
- Explicit teaching of social expectations (not assuming)
- A quiet space to decompress if needed
2. Cognition and Learning
This area covers a wide range of learning needs, from general learning difficulties (affecting all areas of learning) to specific learning difficulties (SpLDs) that affect particular skills.
Specific Learning Difficulties (SpLDs)
- Dyslexia — difficulties with reading, writing, and spelling
- Dyscalculia — difficulties with number and maths concepts
- Dyspraxia (DCD) — difficulties with coordination and motor planning
What It Can Look Like
Supports That May Help
- Breaking tasks into smaller, manageable steps
- Using multi-sensory approaches (visual, auditory, hands-on)
- Extra time for tasks and assessments
- Access to assistive technology (e.g., text-to-speech)
- Overlearning and regular review of key concepts
3. Social, Emotional and Mental Health (SEMH)
This area includes a wide range of difficulties that affect how a child manages emotions, relates to others, or feels safe enough to learn. It's important to understand that SEMH is not a diagnosis — it's a way of describing needs that may show up differently in different children.
SEMH isn't just "naughty" or "bad behaviour". It can include withdrawn, anxious, or isolated presentations as well as more externalised responses. Behaviours are often a way of communicating unmet need.
What It Can Look Like
Supports That May Help
- Consistent, trusted key adults who build relationships
- Predictable routines and clear expectations
- Safe spaces for regulation (not punishment)
- Trauma-informed, calm responses to distress
- Reduced transitions and sensory-aware environments
- Regular check-ins and emotional literacy support
4. Sensory and/or Physical
This area includes children with visual or hearing impairments, physical disabilities, and those with sensory processing differences that affect how they experience their environment.
What It Can Look Like
Supports That May Help
- Adapted materials (large print, Braille, visual supports)
- Hearing loops, radio aids, or visual cues for hearing needs
- Sensory breaks and low-arousal environments
- Movement breaks and adapted seating
- Specialist equipment and assistive technology
Why Children Don't Fit Neatly Into One Box
It's common for children to have needs across more than one area. For example, a child with autism might also have SEMH needs and sensory sensitivities. A child with dyslexia might experience anxiety about reading. The four areas are a framework for planning — not a limitation on understanding your child's unique profile. Needs can also change over time, and good support should adapt accordingly.
How Schools Provide Support: The Graduated Approach
Once needs are identified, schools should follow a structured cycle called the graduated approach. This isn't a one-time event — it's an ongoing process that helps ensure support is tailored and reviewed.
Assess
Gather information about needs, barriers, and what's already been tried
Plan
Agree specific support, outcomes, and who will do what
Do
Put the plan into action with consistent implementation
Review
Check what's working, what's changed, and adjust for next time
This cycle should repeat regularly — typically at least termly. The review isn't just about ticking boxes; it should lead to genuine adjustments based on what's learned.
What Parents Can Ask For
You don't need specialist language to advocate for your child. Here are some practical questions and approaches.
Questions to Ask School or SENCO
- Which area(s) of need have you identified for my child?
- What support is currently in place, and how often?
- How will you know if it's working?
- When will we review and adjust if needed?
- Can I have a copy of any support plan in writing?
- Has an EHCP been considered?
What Good Communication Looks Like
- Regular updates — not just at parents' evening
- Shared language — explaining what terms mean
- Honesty — about what's working and what isn't
- Collaboration — treating parents as partners, not problems
How the Right Environment Can Reduce Barriers
For some children — especially those with SEMH, sensory, or communication needs — the environment itself can make a significant difference. Relationship-based, therapeutic settings can help reduce overwhelm and support readiness to learn.
Safe Relationships
Consistent, trusted adults who build connection before demand
Predictable Routines
Clear structure and calm transitions to reduce anxiety
Sensory-Aware Spaces
Low-arousal environments with options for regulation
Outdoor learning, animal-assisted activities, and small-group settings can support engagement for some children — they're part of a supportive environment, not a treatment.
Gentle Next Steps If You're Worried
Talk to the SENCO
Ask for a meeting to discuss your concerns. You don't need a diagnosis — just your observations.
Write It Down
Keep a simple note of patterns, triggers, and what you see at home. Your observations matter.
Explore Options
If current support isn't working, ask about what else is available — including alternative settings.
If You're Exploring Alternative Provision
When visiting any setting — including alternative provision options — look for:
- Clear safeguarding — who to contact, how concerns are handled
- Staff training — do they understand your child's type of need?
- Good communication — how will they keep you informed?
- Environment — does it feel calm? Is there space for regulation?
Frequently Asked Questions
Common questions about the four areas of SEND and how support works.
No. The four broad areas of need are planning categories, not diagnoses. They come from the SEND Code of Practice and help schools identify barriers to learning and plan appropriate support. A child doesn't need a diagnosis to be supported in any of these areas.
Yes, this is very common. Many children have needs that span two or more areas. For example, a child might have communication and interaction needs alongside SEMH difficulties. The areas are not mutually exclusive — they're a framework for understanding, not rigid categories.
No. Schools should provide SEN Support based on identified needs, not diagnoses. If your child is struggling and needs something extra or different to access learning, school can and should put support in place through the graduated approach (assess–plan–do–review).
The graduated approach is a four-step cycle: Assess (understand needs), Plan (agree support), Do (put it in place), and Review (check what's working). It repeats over time, with support adjusted based on what's learned. It's how schools should respond when a child needs extra help.
SEMH (Social, Emotional and Mental Health) includes a wide range of difficulties. It can include externalising presentations (like anger or impulsivity) but also internalising ones (like anxiety, withdrawal, or low mood). SEMH is not a diagnosis — it describes needs that affect emotional wellbeing and relationships.
Helpful adjustments can include: low-arousal environments (reduced noise, calm lighting), sensory breaks, movement opportunities, adapted seating, ear defenders or fidget tools, and quiet spaces to decompress. What helps varies by child — there's no one-size-fits-all approach.
SEN = Special Educational Needs. SEND = Special Educational Needs and Disabilities. The terms are often used interchangeably, but SEND explicitly includes disabilities. In everyday use, both refer to children who need extra or different support to access learning.
Not exactly. SEMH is a category within the SEN framework that includes difficulties affecting emotional wellbeing, behaviour, and relationships. It may include children who experience mental health difficulties, but it's broader — and it's about educational support, not clinical diagnosis.
Questions About Your Child's Needs?
If you'd like to talk about whether our approach might be right for your child, or simply ask questions about SEND support — our team is here. No pressure, just honest conversations.
