What is a Specialist Teacher?

A Specialist Teacher is an educator with advanced training and experience in supporting children and young people with additional needs. They often work with pupils who have specific learning difficulties (SpLD), neurodivergent profiles such as autism and PDA, or who have challenges around emotional regulation and school attendance.

Specialist Teachers may work directly with students or advise and train school staff on how to adapt provision. Some of them told us more about their role and how it can help.

Their role may include:

• Working 1:1 with pupils who are not thriving in a mainstream setting.
• Delivering tailored learning in home, community, or alternative provision settings.
• Supporting with specific needs like dyslexia, ADHD, or autism.
• Providing EOTAS (Education Otherwise Than At School) packages.
• Helping schools understand how to reduce barriers to learning.
• Writing reports, coordinating support plans, and liaising with families and local authorities.

They often take a flexible, relational approach to education.

Specialist Teachers usually:

• Hold Qualified Teacher Status (QTS).
• Complete further training such as:
  • National Award for SEN Coordination.
  • Level 7 qualifications in SpLD (e.g. for dyslexia assessment).
  • Postgraduate study in autism, mental health, or PDA.
• Undertake CPD in trauma-informed practice, inclusive teaching, and sensory regulation.

Many also bring lived experience or mentoring/coaching training.

Specialist Teachers can:

• Tailor learning to a PDAer’s interests, pace, and energy.
• Work outside of traditional classroom models (e.g. in-home or nature-based sessions).
• Use a blend of teaching, therapeutic approaches, and creative engagement.
• Focus on relational safety and trust before academic goals.
• Help schools and families adapt provision to avoid exclusions or breakdowns.

Specialist Teachers can:

• Use declarative, non-directive language that invites collaboration, not compliance.
• Reduce demands and expectations, especially at times of distress or burnout.
• Offer autonomy and control in what, how, and when learning happens.
• Use interest-led learning to increase engagement and reduce anxiety.
• Adapt to sensory and emotional needs, with flexible session structure and environment.
• Support parents and school staff in understanding demand avoidance.

They create truly individualised learning environments that work with, not against, the child.

For PDAers and their families, Specialist Teachers told us they can:

• Make learning possible again after trauma or school-based distress.
• Provide consistent, attuned support that meets the child where they are.
• Reduce conflict around education by working collaboratively.
• Offer hope and reconnection with learning on the child’s own terms.

PDAers and their families often tell us how confusing and unsettling it can be to meet new professionals – especially when it’s not clear what their job is or what good support looks like. That’s why we asked professionals themselves to tell us, in their own words, what they do. You’ll find their honest, personal answers in the ‘What professionals do’ section of our site.

This is a growing resource, so if you don’t see the role you’re looking for yet, you could ask the person you’re working with to fill in this short form.

Please note: these insights come from individual professionals, not official organisations, so you might find some variation in how people describe their roles. If you’re wondering whether a service you’ve been offered is the right fit, our guides to finding helpful support can help.