How to Re-Engage SEND Students Back Into School After the Christmas Break

Returning to school after the Christmas break can be challenging for many children , but for students with Special Educational Needs and Disabilities (SEND), the transition can feel particularly overwhelming. Changes in routine, increased expectations, social pressures and sensory demands can all affect emotional wellbeing, focus and engagement.

January is a crucial time for schools and families to work together to support SEND students in re-establishing routines, managing anxiety, and re-engaging with learning, whether in a classroom or online setting.

This article offers practical, evidence-informed strategies to help SEND students settle back into school with confidence and calm.

Why the Return to School Is Challenging for SEND Students

Many SEND learners rely on structure, predictability and routine to feel safe and regulated. During the Christmas break, daily schedules often change significantly , later bedtimes, different environments, increased social interaction and reduced academic demands.

For some SEND students, this can lead to:

• Heightened anxiety

• Emotional dysregulation

• Reduced attention and motivation

• Resistance to returning to school

• Sensory overload

Understanding these challenges is the first step towards providing meaningful support.

Re-Establishing Routines Gently

One of the most effective ways to support SEND students in January is by reintroducing routines gradually, rather than expecting an immediate return to full academic pace.

Practical Strategies

• Begin adjusting sleep and wake-up times a few days before school resumes

• Use visual timetables to show what the school day will look like

• Break the day into manageable chunks

• Keep morning and evening routines calm and predictable

Consistency helps SEND students feel secure, reduces anxiety, and improves readiness for learning.

Managing Anxiety and Supporting Emotional Regulation

Anxiety is a common response for SEND students returning to school after a long break. This may present as withdrawal, irritability, emotional outbursts, or physical symptoms such as headaches or stomach aches.

Ways to Support Emotional Well-being

• Acknowledge feelings without judgment

• Offer reassurance and clear expectations

• Provide access to calm spaces or quiet breaks

• Teach simple emotional regulation strategies ,such as breathing exercises or grounding techniques

Creating an emotionally safe environment allows SEND students to rebuild confidence at their own pace.

Supporting Students Who Struggle With Transitions

Transitions, even familiar ones, can be particularly difficult for SEND learners. Moving from home back into school routines requires flexibility, processing, and emotional resilience.

Helpful Transition Support

• Provide advance warnings before changes in activity

• Use countdowns or timers to signal transitions

• Maintain familiar support strategies from before the break

• Allow extra time for adjustment during the first weeks of term

Small, consistent supports can make a significant difference to how a SEND student copes with change.

Practical Tips for Online and In-Person Learning

Whether learning takes place online, in school, or through a blended approach, SEND students benefit from clear structure and accessible learning environments.

For In-Person Learning

• Seat students in low-distraction areas where possible

• Use clear, simple instructions supported by visuals

• Allow movement or sensory breaks

• Focus on relationship-building before academic pressure

For Online Learning

• Keep sessions short and structured

• Use visual prompts and clear agendas

• Allow cameras off if anxiety is high

• Offer flexible ways to engage and respond

Adaptability is key; what works for one SEND learner may not work for another.

Working Together: Parents and Schools as a Team

Re-engaging SEND students after the Christmas break is most successful when parents, carers and schools communicate openly.

Sharing information about: changes at home; motional wellbeing; successful strategies and areas of concern allows educators to tailor support and respond proactively.

A Positive Start to the New Term

January does not need to be about rushing back into full academic expectations. For SEND students, a calm, supportive and flexible approach can help rebuild trust, confidence and engagement.

By focusing on routines, emotional regulation, gentle transitions, and personalised support, schools and families can help SEND learners start the new term feeling understood, supported, and ready to succeed.