Empowering teachers through community: Enhancing SEND practice across cultures

Abstract

SEND Champions play an increasingly important role in supporting inclusive practice by acting as intermediaries between policy, professional learning and classroom implementation. While much research has explored inclusive pedagogy and teacher professional development, limited attention has been given to the specific experiences and support needs of SEND Champions, particularly within international and decentralised educational contexts. This practitioner research study explores how SEND Champions can be better supported in their roles and professional development in order to strengthen inclusive practice for learners with Special Educational Needs and Disabilities (SEND). Using a mixed‐methods survey distributed across an international SEND network, the study investigates their role demands, professional development experiences and the types of support most frequently sought by teachers. Findings indicate that SEND Champions face challenges related to time allocation, confidence in supporting neurodivergent learners and inconsistent systems for recording and reviewing SEND support. The study highlights the value of structured professional development and focused Communities of Practice (CoPs) as mechanisms for building confidence, consistency and a shared understanding across diverse educational settings. The article concludes by discussing implications for schools, leaders and SEND networks, emphasising the importance of role clarity, practical professional learning and collaborative structures to support SEND Champions as agents of inclusive change.