Abstract Children and young people with attention‐deficit hyperactivity disorder (ADHD) experience not only variations to executive functioning, but also an increased risk of experiencing poor mental health. Despite the acknowledgement of this increased risk, previous studies suggest that school‐based support for students with ADHD prioritises their academic needs over their social–emotional wellbeing. This study explores how teachers' self‐reported knowledge of ADHD affects the strategies they employ to support students' social–emotional wellbeing. A qualitative survey was conducted with 12 teachers in Australia and data were analysed using reflexive thematic analysis. The results show that although teachers perceived they had substantial knowledge of ADHD, this knowledge did not consistently translate into support for students' social and emotional wellbeing (SEW). Instead, SEW support was limited and shaped more strongly by external constraints such as workload, insufficient training, and parent collaboration challenges.

Abstract The psychological well‐being of autistic pupils is often worse compared to that of their neurotypical peers, with evidence suggesting that autistic girls are in an even worse position. We argue that this is due to traits of the autistic female phenotype, including the phenomenon of social camouflaging which is motivated by the human need for belonging. Camouflaging has a dual role in exacerbating outcomes for autistic girls at school; first, it prevents identification of their needs, and second, it can contribute to mental distress. As autistic girls are more likely to engage in camouflaging, and because they have an increased likelihood of mental distress compared to autistic boys, it is important for school professionals to be aware of the strategies of compensation, masking and assimilation that these girls are likely to employ and to work towards eliminating their need to camouflage, through identifying and working with their strengths and, therefore, promoting true social inclusion at school.

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

Abstract Teaching Assistants (TAs) (may also be known as Learning Support Assistants or Classroom Assistants) are important members of staff within a school environment. There is guidance on the deployment of TAs; however, little is known about how these recommendations are operationalised in a school setting. The aim of this research was to explore TA views and experiences of intervention delivery in their setting. Sixteen TAs participated in one of four focus groups, and data from these groups were analysed using reflexive inductive thematic analysis. TAs enjoyed delivering intervention groups, and felt this work was important, but they often described being left to deliver support groups with little training, relying on second‐hand information from other members of staff or using their previous experiences in the absence of training. Communication was important to successfully support pupils' learning. The findings suggest that the guidance available is not well operationalised in practice and we highlight a number of recommendations from TAs on their deployment in school settings.

Abstract A plethora of research identifies that the English educational experiences of some Black and Global Majority (BAGM) children are negative, which adversely impacts their academic and, in some cases, personal outcomes. Existing research identifies the contributing factors towards the negative educational experiences for some BAGM children, but less is known about the effect of these educational experiences on BAGM children. There is growing interest from schools, following the Black Lives Matter movement, in developing opportunities to improve the educational experiences and mental health of BAGM children. This paper aims to develop awareness of the need for support for BAGM children, and it raises awareness of effective practices linked to race in schools. Racist stereotyping, educator training, and tokenistic practices can either support or prevent the positive educational experiences of BAGM children. Greater guidance is required for schools on race, equality, and diversity. Training opportunities for educators on appropriate and sensitive practices to improve BAGM children's educational and personal experiences should be provided.

Abstract Sandplay therapy helps the person develop social skills and acts as a therapy method where they can reflect and repair their inner world. This study aims to test the feasibility of sandplay therapy method in an open area for children with autism spectrum disorder (ASD) and investigate its effect on the development of social skills. In addition, the reorganization of sandplay areas where children with disabilities receive education and treatment, and the introduction of design proposals for integrating them with sandplay therapy in the open area, have been one of the other objectives of this study. The study group of this research, has a quasi‐experimental design in which pre‐test and post‐test measurements are made on the experimental groups of children between the ages of 8 and 12 years with autism diagnosed were formed. This research consisted of five stages: the planning of the study, the implementation phase, the post‐tests, the analysis of the data and the explanation of the design proposals. As a result of the studies conducted on children with ASD, increasing their interaction with society contributed to the development of children with autism socially and psychologically. In this context, group sand therapy was applied to the experimental groups for 7 weeks, one session a week and a total of seven sessions of two children with autism were selected using the selective assignment method. The effect of open area sandplay therapy method on the development of autistic‐disabled people was compared with the values taken before and after the sandplay therapy sessions. The findings revealed that increasing interaction with society contributed to the development of children with ASD socially and psychologically. In addition, the development of suggestions for the design of barrier‐free sandplay areas and the evaluation of the connection between sandplay therapy and design in the open area was made.

Abstract The polarisation of attitudes towards dyslexia appears to be contingent upon the awareness of the implications of adopting a medical model to interpreting dyslexia (as a medical ‘condition’) or applying an educational overlay, based upon difficulties in certain areas, to interpreting and making provision for those with dyslexia. Specifically, it underscores the difficulties dyslexics have in reading and the comprehension of what has been read. Furthermore, it accentuates the approaches taken in the 1980s and the turn of the century to dyslexia was, for these interviewees, unfitting. However, it raises other questions about whether the current practice is suited to the needs of those with dyslexia, or whether a universal offer is made, regardless of specific need. In the wake of this research, three emergent themes occur, dyslexia and stigmatisation, the impact of stigmatisation and poorly suited provision upon self‐esteem and the stress this generates. As key practitioner points, this disquisition underlines the need to tailor provision for inclusive education based upon the needs of the individual with dyslexia. It further illumines the stress of unsuitable provision, manifesting the imperative nature of adequate training and resourcing for dyslexia.