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

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Open access

Abstract

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.

Publication Information

Output type

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 256-266

Publication milestones

  • Published - 01/02/2021

Publication status

Published - 01/02/2021

Place of publication

London

Publisher

McGraw Hill/Open University Press

ISBN (Print)

9780335249879

ISBN (Electronic)

9780335249886

Publication IDs

  • handle.net: 10547/625669

Host publication title

Bringing the curriculum to life: engaging learners in the English education system

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