Managing behaviour while meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) is one of the toughest parts of the job for any Early Career Teacher (ECT). It's a skill that takes time, reflection and the right support to build.
In the latest episode of the Flourish Education Podcast, we spoke with Thomas Bywater, SENCO at Glebefields Primary School, about the practical, everyday strategies that help new teachers grow in confidence, build inclusive classrooms, and support pupils with additional needs.
Thomas brings a rare dual perspective to this conversation: ten years as a classroom teacher, and now several years as SENCO. His advice is grounded, actionable, and aimed squarely at teachers who are just starting out — as well as anyone looking to sharpen their SEND practice.
Here are the key takeaways from our conversation.
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Why SEND Training Matters for ECTs
Having spent a decade in the classroom before stepping into the SENCO role, Thomas has seen first-hand how underprepared many ECTs can feel when it comes to behaviour management and meeting a wide range of additional needs — even with solid initial teacher training behind them.
His view is clear: strong mentoring, supportive school leadership, and the willingness to learn from experienced colleagues make all the difference in helping new teachers find their feet.
Reframe Behaviour as Communication
Perhaps the single most useful shift Thomas recommends is this: stop reading challenging behaviour as defiance, and start reading it as communication.
A pupil acting out may be expressing anxiety, frustration, or an unmet need they don't yet have the words for. Once teachers make this shift, they tend to respond with more empathy and less frustration — and the whole classroom benefits.
Build Relationships from Day One
Strong relationships are the bedrock of good teaching, especially for pupils with additional needs. Thomas's go-to strategies are simple but effective:
- Greet every pupil at the door each morning
- Ask about their interests, hobbies, or how their weekend went
- Learn what motivates each individual pupil
- Build a classroom culture where every child feels seen and respected
Small, consistent gestures like these build trust quickly — and trust tends to reduce behavioural issues over time.
Give Pupils Real Responsibility
Children thrive when they're trusted with genuine responsibility. Handing out resources, organising equipment, or helping a classmate might seem small, but these roles build confidence, independence, and a sense of belonging.
For pupils with SEND in particular, this kind of responsibility can be a powerful confidence-builder — helping them feel like a valued part of the classroom community, not just a pupil who needs extra support.
Practical Behaviour Management: Try Emotional Coaching
Rather than focusing solely on correcting actions, Thomas encourages ECTs to focus on understanding the emotions behind them. His approach to emotional coaching involves:
- Acknowledging how the pupil is feeling
- Helping them name and understand that emotion
- Guiding them toward better choices
- Staying calm and consistent throughout
He's also honest about the learning curve: no strategy works every time, and every class is different. The teachers who thrive are the ones who keep reflecting, adapting, and learning.
Plan Lessons with Inclusion at the Centre
Thomas's approach to lesson planning starts with the pupils who need the most support, not the pupils who need the least. Design for accessibility first, and the whole class tends to benefit.
Practical ways to do this include:
- Planning activities with accessibility built in from the start
- Breaking learning down into manageable steps
- Using visual timetables and visual prompts
- Providing predictable routines and clear lesson structures
Inclusive teaching isn't just for pupils with identified SEND — it raises the bar for everyone in the room.
Partner with Parents
Parents and carers are one of the most valuable resources a teacher has. Thomas encourages ECTs to communicate regularly, stay approachable, and treat difficult conversations as a chance to build trust rather than something to dread.
Nobody knows a child better than their parents — and a genuine partnership between home and school leads to far more consistent support.
Key Takeaways for Early Career Teachers
- Behaviour is communication — respond to the need behind it
- Invest early and often in building relationships
- Design lessons with inclusion at the centre
- Work closely with parents and colleagues
- Ask experienced teachers for help — that's what they're there for
- Give yourself time; confidence is built, not given
Every experienced teacher was once an ECT. With the right support around you and a willingness to keep learning, you'll grow into the confident, effective educator your pupils need.
Looking for Your Next Teaching Role?
Whether you're an Early Career Teacher building experience through supply work, or you're ready for your first long-term post, Flourish Education is here to help.
As your local education recruitment specialists, we take the time to understand your career goals — and we'll only put you forward for roles, in schools, where we know you'll thrive.
Browse our latest teaching vacancies or get in touch with our team to find your next opportunity.