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A new report that examines the practice of internal exclusion, the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour, has been published.

October 2025

We’re proud to reveal the winning individuals and settings for the nasen Awards 2025, celebrating excellence in SEND and inclusive education.

October 2025

New platform offers practical advice and resources for families of children with SEND

Oct 2025
The British Journal of Special Education (BJSE), an official nasen journal, seeks two Editors-in-Chief to shape the future of SEND research and publishing. Join a dynamic team, influence the field, and contribute to this international journal.

October 2025

We’re thrilled to announce that nasen is a proud Supporter of the Schools & Academies Show Birmingham, 19-20 November. This flagship event welcomes over 6,000 visitors who share a passion for innovation and excellence in education.

November 2025

More online shopping is done in November than any other month of the year – that’s a huge funding opportunity for your school or setting if you’re using easyfundraising. If you’re not, there’s no better time to join! 

November 2025

We welcome the publishing of the Curriculum and Assessment Review final report. The findings fill nasen with hope that this is the beginning of change, ensuring that there is a real move towards inclusion for all.

November 2025

We’re delighted to share that Jake Gurney, a dedicated primary school teacher from Luton, will represent nasen as our first-ever runner in the 2026 TCS London Marathon.

nasen Supports First Armed Forces Rugby League Cymru Cadet Cup and Remembrance Day Ceremony, Promoting Inclusion for All Young People.

Project CECiLiA, an evaluation of Care (EduCatIon) and treatment reviews for people with Learning Disabilities and Autistic people, have launched a national survey study to find out more about how people experience C(E)TRs.

The Young Experts by Experience in Acquired Brain Injury (YEBEABI) is a diverse group of young people who have all experienced an acquired brain injury in childhood or adolescence. We support each other, share experiences and raise awareness of ABI within education, by discussing support strategies that we found helpful during our own return to education. We use our knowledge to create useful materials for teaching staff such as our ‘5 top tips’, because it is important to us that everyone has proper education regarding what having an ABI really means. Our mission is to create positive experiences in education for others who have brain injuries and make sure that everyone knows that you can still do amazing things, even if you have an ABI!

Dr Gemma Costello is a Specialist Educational Psychologist in Paediatric Neuropsychology. She is currently the Consultant Psychologist and Clinical Lead at the Cambridge Centre for Paediatric Neuropsychological Rehabilitation (CCPNR), working as part of an inter-disciplinary team, supporting children, young people and their families following Acquired Brain Injury (ABI).

Gemma is an active member of special interest groups in both paediatric neuropsychology and neurorehabilitation. She is committed to promoting the role of Educational Psychology in paediatric acquired brain injury, working with services across the UK and more recently contributing to Educational Psychology and Paediatric Neuropsychology training. Gemma is a member of the steering group of the National ABI in Learning and Education Syndicate (N-ABLES) which aims to identify ways to support education professionals in developing a minimum level of awareness and understanding about ABI and the educational requirements of this group of children and young people.

Joanna Woodhouse is a qualified teacher and SENCO with a Masters Degree in SEND and Inclusion. She has wide ranging experience of working with children and young people with Special Educational Needs. Professionally, Joanna has worked on the successful rehabilitation of children and young people with complex Acquired Brain Injury (ABI) to mainstream secondary educational settings. This has involved working collaboratively with colleagues in the health, care, and social sectors.  

Joanna is a member of the National Acquired Brain Injury in Learning and Education Syndicate (N-ABLES) and co-chairs their Educational Professionals Advisory Group. She regularly delivers training, both locally and nationally, to teachers regarding the return to education and the provision and management of young people with an ABI.

In September 2019 Joanna’s own daughter sustained an ABI following a sudden accident. This traumatic event has given her a unique insight into the impact of an ABI on both young people and their families. Joanna has now left mainstream teaching and is able to dedicate more time to using her personal and professional knowledge and expertise to improve awareness, understanding and outcomes for children and young people with ABI. 

Dr Emily Bennett is a Consultant Clinical Psychologist and Paediatric Neuropsychologist specialising in paediatric neuropsychology and neurorehabilitation at the Nottingham University Hospitals NHS Trust. She is the lead psychologist for the Trust’s paediatric neurorehabilitation (BRILL Team) service. Emily’s clinical work involves supporting children, adolescents and young adults with acquired brain injury (ABI) and complex neurological, neuro-oncological and neurosurgical conditions.  

In addition to her clinical role, Emily lectures on local Doctorate, Masters and Undergraduate courses and is actively involved in research. Emily also collaborates with educational colleagues, to support the development of provision for CYP with an ABI in education. Emily is the Chair for the National ABI in Learning and Education Syndicate (N-ABLES) and has been involved in the ‘Time for Change’ work of UKABIF and the All-Party Parliamentary Group hoping to secure better awareness, provision, and support for people with an ABI. 

December 2025

nasen trustee Mark Blois has been recognised as one of 50 global leaders on the 2025 Enable Role Model List for his outstanding commitment to disability, neurodiversity and mental health inclusion.

Ofqual has launched a 12-week public consultation on its proposed approach to regulating on-screen exams in GCSEs, AS & A levels. The proposals aim to support innovation while protecting fairness, standards & integrity of England’s qualifications system.

The Department for Education has launched the second call for evidence as part of the formal review of the NPQ suite.

The Council for Disabled Children has launched three guides to the disability duties in the Equality Act for schools.

December 2025

At a House of Lords reception, nasen shared compelling evidence that professional development for educators is the key to driving meaningful, long-term improvements for learners with SEND

Hear from specialists across the sector on a range of different topics relating to SEND and additional needs. As well as developing knowledge and awareness of different elements of SEND, there will be points for reflection and practical take aways.