A group of young people with special educational needs and disabilities in Bury have developed a new training programme to help teachers and school staff better understand what daily life feels like for pupils with additional needs.
The Changemakers, aged 11 to 25, work alongside Bury Council to ensure their lived experiences shape how local services are designed and delivered. Over recent months, they have created a session aimed at secondary school teachers, SENCOs and support staff.
The training will begin rolling out across Bury secondary schools next term. Earlier this month, the group delivered a pilot session to professionals from Bury Council, including members of the Bury Local Area Partnership SEND improvement and advisory board.
Bridget, head of communications at Bury Council, attended the pilot. She said: “The Changemakers have designed something remarkable. This training doesn’t just talk about the experience of young people with SEND – it brings you into their world.
“Every part of it reflects their insight and honesty, and it challenges all of us to think differently about inclusion.
“It’s a powerful example of young people leading the way, showing exactly what co production and our shared LET’S principles look like in action. And while this wasn’t a comms focused session, I was proud to turn up and learn from them – their leadership is setting a new benchmark for how we listen, learn and improve together.”
The session centres on a fictional 14 year old pupil called Ellie, who is dyslexic and shows some neurodiversity traits but has no formal diagnosis. Participants follow her through a typical school day and are asked to consider how routine situations can become barriers.
Scenarios highlight challenges such as keeping pace with fast moving lessons, coping with noisy classrooms, or feeling anxious when requests for time out are refused. The situations are based on the lived experiences shared by young people in Bury.
Through discussion and storytelling, the Changemakers explored how small pressures can build into anxiety and disengagement. Professionals were encouraged to reflect on alternative approaches, including offering time out passes, creating quiet spaces and recognising that issues outside school can affect punctuality or preparation for lessons.
The young people also shared what supports them to succeed. Suggestions included access to quiet lunch areas, extra time in lessons and having a trusted adult who listens and believes them when they ask for help.
Organisers say the aim is to move inclusion beyond written policies and into everyday practice across school communities.
The training is now being refined following feedback from the pilot session. The Changemakers will continue to lead and deliver the programme as it expands across Bury next term.
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