Residential trips offer significant benefits for children with Special Educational Needs and Disabilities (SEND), but careful planning and consideration are needed to address potential challenges related to accessibility, anxiety, and specific needs.
With inclusion currently very much at the forefront of the education agenda, it is important for schools to consider how every child can get the most out of the experience.
What are the benefits of residentials for SEND children?
- Increased independence and responsibility. Residential trips provide a unique opportunity for children to manage tasks and routines independently, away from the direct supervision of parents, fostering self-reliance and confidence
- Enhanced social skills. Living and interacting with others in a new and unfamiliar environment can improve communication, teamwork, and social skills
- Improved confidence and self-esteem. Successfully navigating challenges and new situations on a residential trip can do wonders for self-esteem, confidence and give a sense of accomplishment. Being outdoors and around nature is great for mental health and wellbeing [cross-refer to forest schools article]
- Deeper learning and engagement. Immersive experiences in new environments can make learning more engaging and memorable. Subjects such as geography, science and history particularly lend themselves to these personal experiences
- Breaking down barriers. Residential trips can foster stronger relationships between students and teachers, by providing opportunities for informal interaction and shared experiences
- Exposure to new experiences. Residential trips often introduce children to activities they may not have access to in their daily lives, such as outdoor adventures, cultural events, or specialised workshops
What are the challenges?
- Potential for anxiety and overwhelm: For some children with SEND, particularly those with sensory challenges or anxiety disorders, residential trips can be overwhelming and stressful, and can lead to homesickness – though this can also be true for all children
- Accessibility issues: Ensuring that accommodation, activities, and transportation are accessible for all students, regardless of their individual needs, crucial and requires careful planning
- Specific dietary needs: Catering for children with specific dietary requirements or allergies can be challenging on residential trips, so make sure you check in advance using a questionnaire about food requirements and inform the residential centre’s caterers in advance
- Management of medication: Managing medication schedules and ensuring access to necessary medication can be a concern for some students – and their parents. It might be helpful if a designated member of staff was responsible for this aspect of the trip
- Staffing and support: Providing adequate staffing and support to meet the individual needs of all students, particularly those with more complex needs, is essential
- Parental concerns: Some parents may have concerns about their child’s ability to cope with being away from home or managing their needs in a new environment
Planning a safe, inclusive and memorable residential trip
- Communicate with pupils in advance. Discuss the trip openly, focusing on the aspects they’ll love and answer their questions and concerns honestly, so they know what to expect. Sharing an itinerary with pupils and parents in advance of the trip removes the fear of the unknown
- Familiarise pupils, and parents, with the surroundings. Providing photographs, images, testimonials and reviews, and a link to the website can help them to visualise what their trip will involve and where they are going. This can also help concerned parents
- Encourage practicing for the trip at home. Suggest pupils make a checklist of things they will need. Packing their own bag and choosing which clothes to take can add to the sense of excitement and build skills for the trip itself
- Plan sleeping arrangements in advance. Consulting pupils on who they want to share dorms with will prevent any conflict when you arrive and will reassure pupils who are worried about being away from home. Allow them to bring a favourite toy or noise-reducing head phones
- Check the destination/centre is appropriate. Ensure that SEND children can take part in most, if not all, activities so no one feels left out and excluded
- Allocate teachers to small groups. Pupils will feel safer when they know which teacher to speak to if they feel worried or unsettled, and which child is in their group. Find a space at the centre where they can go to de-stress or self-regulate if the need arises
- Be patient – and flexible. Any school trip is vulnerable to the unexpected so try to be patient, and adapt to any changes in circumstances or pupil reactions to the trip and activities taking place
*Further reading: https://schoolsandgroups.pgl.co.uk/preparing-for-your-childs-first-school-trip-away-from-home/
