Worried Your Child May Have Additional Needs?
- Kelly Hutton
- Sep 18
- 5 min read
By Kelly Hutton
As a parent, it's natural to wonder whether your child is developing as expected. You may notice that they struggle more than their peers with reading, communication, attention or social skills. These questions can feel overwhelming: Is this just a phase? Should I wait and see? Or does my child need extra support?
The good news is, you are not alone; we have all had these thoughts at one time or another, and there are clear steps you can take.
Why might I be worried that my child has additional needs?
Children develop at different rates, and some take longer to reach different milestones - that is just the nature of being human; we are all individuals and we are all different. However, there are times when delays or difficulties might signal an additional need. Christine Macintyre (2005) emphasises that careful listening and observing children helps us to understand their "child's-eye view" and spot possible barriers to learning early.
Common reasons parents worry include:
Persistent difficulties with language, attention, or movement.
Struggling to keep up with peers academically.
Behaviour that suggests frustration or anxiety in learning things.
How do I find out if my child has additional needs?
The SEND Code of Practice (2015) sets out that children have special educational needs if they have significantly greater difficulty in learning than most of their peers, or if a disability hinders them from accessing learning in the usual way (Department for Education and Development of Health, 2015).
For example, this might appear as your child consistently struggling to follow instructions or not being able to focus on a task for a period of time appropriate for their age. You can keep a simple diary to see if things help, such as breaking tasks into shorter steps or giving extra visual prompts. Using a diary to document particular tasks, over time, will help you to build up a picture of whether there are barriers in place which hinder your child's ability to learn.
This is the first step to take when you are worried that they may need additional support - observation and communication are fundamental. Talk to key people involved in your child's learning, from their teacher or home tutors or and other support you may have access to.
In schools and local authorities, they follow what they call the Graduated Approach, which is an assess, plan, do and review system gathering information to understand if a child needs support beyond the typical classroom strategies. They will do this over a time period of a term or two terms, depending on the need to see if specific interventions have an impact, and this will allow them to see what that child needs to fully access their education. It is from this process that they will assess if additional interventions, support or professionals are required.
What do I do if they do?
Early support makes a BIG difference. Studies show that academic outcomes improve for children once they are identified and receive the right support, particularly when this happens in the earlier years of schooling (Schwartz, Hopkins & Steiefel, 2021).
This might look like:
Adapting learning strategies at home and school
Accessing extra help (such as speech therapy, occupational therapy, or specialist teaching)
Requesting an Education, Health and Care Plan (EHCP) needs assessment if your child needs more coordinated support. This is done in collaboration with parents, health and education professionals through the Local Authority SEND team.
Where can I find help?
Support is available from several sources:
Your child's school or local authority SEND services: they must provide clear information about what support exists locally, called the Local Offer (Department of Education & Department for Health, 2015), and they can begin the graduated approach to help you assess your child's needs.
Health Professionals, such as your GP, speech and language therapists, or paediatricians, can make the necessary referrals for support and help if you do not have the option of approaching school.
Charities and parent support groups: Many provide practical advice and emotional support, although it is important to note that they will often not make referrals to other professionals; they will give you the support required so that you can do this.
Nurtured Together: I offer 1:1 support for families, parenting workshops and guidance for children with additional needs, which can help you navigate decisions and find strategies that work at home and in learning.
Should I be worried if my child has additional needs?
Absolutely not! Having additional needs is not something to fear, because every child has their strengths as well as their challenges. Research into inclusive education shows us that when barriers are removed and children are supported, they can thrive academically and socially alongside their peers (Woolfson, 2024; Rapp & Corral-Granados, 2024). The focus should be on creating environments that value diversity and provide the right support.
But what if I don't want my child to be "labelled"?
This is such a real concern for so many parents. Labels can feel limiting, but they also open doors, and the research supports this, demonstrating that identification often leads to better outcomes because it enables access to tailored support and resources (Schwartz et al., 2021). A "label" is not about defining your child, but it's about helping others to understand their specific needs and ensuring they receive the right support.
Many families, in fact, find that recognition is actually liberating, giving both the child and their community a shared language to explain and respond to their challenges (Macintyre, 2005). It's also important to remember that children, like all people, will receive labels in some form. Having a label that explains their needs and promotes understanding is far more empowering than being given labels that cause shame, such as being called "stupid" or an "idiot".
Final Thought
Worrying about your child's development shows that you care deeply for their well-being and development. The key is to not do it in silence, but seek advice, gather observations, and use the support available. Whether your child's needs turn out to be temporary or longer-term, the right help at the right time can make a difference.
I am always here to help and provide the support you are seeking. You can see more about the 1:1 sessions by clicking here, or drop me an email to discuss what the right support might look like for you!
References
Department for Education & Department of Health. (2015). Special educational needs and disability code of practice: 0 to 25 years. London: DfE.
Macintyre, C. (2005). Identifying additional learning needs in the early years: Listening to the children. Abingdon: Routledge.
Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423–439. https://doi.org/10.1080/13603116.2021.1946725
Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The effects of special education on the academic performance of students with learning disabilities. Journal of Policy Analysis and Management, 40(2), 480–520. https://doi.org/10.1002/pam.22282
Woolfson, L. M. (2024). Is inclusive education for children with special educational needs and disabilities an impossible dream? British Journal of Educational Psychology, 95(3), 725–737. https://doi.org/10.1111/bjep.12701
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