When Support Isn't Working for You

It is okay to say when something is not helping

Support should help remove a barrier so that you can take part in learning or show what you know.

Sometimes support does not work in the way everyone expected. It may:

• help in one subject but not another;
• be difficult or embarrassing to use;
• make you less independent;
• create a new problem;
• need more practice;
• no longer match your needs; or
• be unavailable when you need it.

Telling someone does not mean you are ungrateful or that you have failed. It gives staff information they need to review the support.

Describe what happens

Try to explain the situation rather than only saying that the support is bad.

It can help to use this pattern:

When I… the difficulty is… I tried… and the result was…

For example:

When I use text-to-speech for questions with diagrams, I lose track of which part it is reading. I tried pausing it, but this made it difficult to finish in time.

Or:

When I work in a separate room, I feel unsure about how to ask a question. I spend longer worrying and find it harder to concentrate.

You do not need to know the solution. A clear example is enough to start the conversation.

Work out what the problem might be

Ask yourself:

• Does the support address the difficulty I actually experience?
• Do I understand how and when to use it?
• Have I had enough time to practise?
• Is the equipment working properly?
• Does the support work differently depending on the task or subject?
• Am I avoiding it because I am worried about what other people think?
• Has something changed since it was agreed?

There may be more than one answer.

Speak to someone

Choose someone you trust, such as:

• a subject teacher;
• a guidance or pastoral teacher;
• a Support for Learning member of staff;
• a parent or carer; or
• another adult who helps you communicate with school.

If speaking face to face is difficult, you could write a message, use an agreed communication system or ask someone to help you arrange a conversation.

Useful sentence starters include:

• I would like to talk about the support I use for…
• It helps when… but not when…
• I do not feel confident using it because…
• I think I need more practice with…
• Could we try a different way of…
• Can we agree what I should do if this happens again?

Give new support time—but keep asking for help

Some support takes practice. This is especially true for assistive technology, working with another person or using a new assessment routine.

Ask for opportunities to practise during ordinary classwork. Agree how long the trial will last and what you are looking for. You might check whether the support:

• makes the task easier to access;
• helps you work more independently;
• allows you to complete more of the task;
• helps your work show your usual knowledge and skills; or
• reduces one barrier without creating another.

Needing practice does not mean you should stay silent about a problem. Staff may be able to adjust the setup while you learn.

Keep a short note

You do not need to write a long report. After using the support, note:

• the date and subject;
• the task;
• what support you used;
• what helped;
• what did not; and
• what you would change next time.

Even two or three examples can make it easier to notice a pattern. You could keep notes on paper, on your phone or with help from an adult.

Ask for a review

If the same problem keeps happening, ask for the support to be reviewed.

A review may lead to:

• more practice;
• a change to how the support is provided;
• a different arrangement;
• different support in different subjects;
• further evidence being gathered; or
• support being stopped if it is no longer needed.

The aim should be to understand what helps you access the task and show what you know.

Preparing for a Support Review can help you organise examples, questions and sentence starters before the conversation.

If agreed support is missing

If support you expected is not available, tell a member of staff as soon as you can.

You could say:

I normally use [support] for this type of task. It is not available today. What should I do?

If this happens during an assessment, follow the instructions given by the staff supervising it. Explain the problem clearly rather than trying to solve arrangements on your own.

Afterwards, write down what happened and tell the member of staff responsible for your support. Ask what will be done before the next assessment.

Remember

• You are allowed to explain that support is not helping.
• You do not need to know the answer before raising a concern.
• A specific example helps other people understand.
• Some support needs practice, adjustment or a different approach.
• You can ask for a review when your needs or the situation changes.