How can we ensure that young people and their special educational needs are included in personal, social, health and economic (PSHE) lessons?

This chapter is written from the perspective of an experienced secondary special educational needs co-ordinator (SENCo). She notes how well-delivered Personal, Social, Health, and Economic (PSHE) programmes can have a positive impact on both academic and non-academic outcomes for pupils. However, provision for young people with special educational needs and disabilities (SEND) in PSHE lessons can be sporadic and largely dependent on the teacher providing the course. In the SENCo’s experience outcomes can be beneficial to some, but may be potentially damaging to those who are disadvantaged in some way. She discusses ways in which the content of the PSHE curriculum can be inclusive of all learners.