This peer-reviewed article explores the views and experiences of Special Educational Needs (SEN) practitioners working with LGBT+ pupils with SEND, including those with Pathological Demand Avoidance (PDA). Through one-to-one online interviews and a review of existing literature, the study highlights key challenges and areas for improvement in supporting this intersectional group.
The paper makes several recommendations:
- LGBT+ inclusion should be integrated into everyday school culture to ensure staff consistency in supporting LGBT+ SEND learners.
- Staff training in both mainstream and SEN settings is essential to reduce discrimination, stigma, and misconceptions.
- Relationships and Sex Education (RSE) guidance should be updated to include specific strategies for teaching LGBT+ content to SEND students.
Overall, the study calls for a more inclusive and accepting school environment to promote a sense of belonging for LGBT+ pupils with SEND, improving their educational experiences and well-being.