Building Inclusive Futures: Making STEM Accessible for SEN/SEMH Learners
Traditional STEM education often isn’t inclusive, but hands-on learning can be a good start, making STEM accessible and exciting for all.
In my previous job, I worked as a Teaching Assistant in the Special Educational Needs Department of a mainstream secondary school. Here, I gained valuable insight into the challenges SEN/SEMH students face with traditional classroom methods. I became aware of how the fast-paced, one-size-fits-all approach of mainstream teaching often left students feeling overwhelmed and disconnected, making engagement difficult.
Many of the students I worked with had a diverse range of learning needs, and this in turn made engaging them in subjects, especially STEM subjects, difficult. Research by EngineeringUK and The Royal Society [1] found that SEN/SEMH students are less likely to engage with STEM content online or receive career advice, leading to a significant gap in exposure to STEM fields.
This disparity is not just about lack of access to resources; it highlights the need for a broader and more inclusive range of teaching methods to accommodate a wider variety of students. This is evidenced by the Educational Experiences of Young People with Special Educational Needs and Disabilities in England study from the Office for National Statistics [2] which found that young participants outlined that ‘“hands on” techniques work best for them, such as doing practical lessons, learning outside or playing games’.
.jpg)
How Team Repair supports SEN/SEMH students
Team Repair directly addresses this need by offering hands-on learning experiences that get SEN/SEMH students actively involved in STEM. Instead of abstract textbook learning, students can disassemble and repair real gadgets with built-in faults. This practical approach taps into their natural curiosity and helps them understand STEM concepts in a tangible way.
Moreover, the choice of digital and physical instructions caters to different learning styles. This flexibility allows all students to engage with the material in a way that works best for them, making it easier for SEN/SEMH students to process information and reinforce their understanding.
Real-World Impact: Feedback from SEN/SEMH Schools
The effectiveness of Team Repair is reflected in the feedback from educators who have used these kits in SEN/SEMH schools. Here’s what some of them had to say:
Neil McCarthy, tutor at Malden Oaks School (SEMH Specialist School), shared:
"I work as a tutor for Malden Oaks School, delivering one-to-one and small group sessions. My students have really enjoyed the repair projects. They find the kits practical, hands-on, and easy to access. Many of our students struggle with traditional learning tasks, but these kits have been well received. We’ve used the retro game controller and remote control car packs, and the students are already looking forward to receiving the next one."
Lotty Dee-Andrew, Vice Principal at Swalcliffe Park School (Autism Specialist School), said:
"The kits were a great resource for our young people in Key Stage 3 and some in Key Stage 4. They encouraged teamwork and problem-solving, helping students work through each step to successfully construct the kits. We used them during our activity week, and the experience was very positive for them."
By combining practical projects with flexible learning formats, Team Repair’s kits help students connect with STEM, build confidence, and see themselves as capable of pursuing STEM careers. It’s a powerful step towards inspiring the next generation of STEM professionals, no matter their learning needs.
