Why 1-to-1 Tutoring is Better for SEND Children

First and foremost, building a strong reciprocal relationship is crucial for effective learning. This relationship foundation is especially important for children with special educational needs and disabilities (SEND). In my opinion, this can’t be effectively done online. However, it’s worth noting that some children and young people prefer online methods, and certain neurodivergent profiles, particularly those with Pathological Demand Avoidance (PDA), benefit from initial online meetings due to less pressure and reduced demand avoidance.

The Importance of Face-to-Face Interaction

1-to-1 tutoring, especially face-to-face, offers significant benefits that online learning struggles to match. Working closely with a child in person requires patience, kindness, and empathy—qualities that are best conveyed through direct human interaction. Many neurodivergent children have experienced trauma in school settings, often due to misunderstandings or unintentional harm from teachers. This trauma can make it difficult for them to trust and build a reciprocal relationship with a new tutor. Face-to-face meetings allow tutors to offer explicit teaching and for children to pick up on crucial non-verbal cues like facial expressions and body language, which are much harder to discern online.

Personalised and Adaptive Teaching

At SEND Tutoring, our tutors pride themselves on creating lessons specifically tailored to each child’s unique interests and needs. This personalised approach keeps the child engaged and helps build a stronger connection between the tutor and the student. The flexibility of face-to-face tutoring allows for immediate adjustments to lesson plans if initial objectives don’t go as planned. This adaptability is critical in maintaining a positive and productive learning environment.

Building Trust and Confidence

One of the key benefits of 1-to-1 tutoring is building trust and confidence in students. Many neurodivergent children may have had negative experiences in traditional school settings, leading to a lack of confidence in their abilities. A dedicated tutor can consistently encourage and celebrate small successes, helping rebuild the child’s self-esteem. This is particularly effective in a face-to-face setting where the tutor can offer immediate feedback and support.

Engagement Through Sensory Learning

Face-to-face tutoring also allows for incorporating sensory learning, which can be highly beneficial for SEND children. Tutors can use tactile resources, physical movement, and real-world interactions to reinforce learning concepts. This multisensory approach can help children with different learning styles to grasp and retain information more effectively.

Creating a Safe and Comfortable Learning Environment

A comfortable and familiar environment is essential for effective learning, especially for neurodivergent children. Face-to-face tutoring can often occur in the child’s home or another familiar setting, reducing anxiety and creating a safe space for learning. Tutors can also better assess and respond to the child’s emotional and physical needs in person, ensuring the learning experience is as positive and stress-free as possible.

Conclusion

While online learning offers flexibility and accessibility, the benefits of face-to-face 1-to-1 tutoring for SEND children are undeniable. The ability to build strong, trust-based relationships, provide personalised and adaptive teaching, and engage through sensory learning makes face-to-face tutoring an invaluable approach for many neurodivergent children. At SEND Tutoring, we are committed to offering tailored, empathetic, and effective face-to-face tutoring that meets the unique needs of each child, helping them to thrive both academically and personally.

Ione Inness
Ione is the Director at SEND Tutoring and has over 20 years’ experience working with children and young people. In the last 10 years she has worked with children of varying different needs, including: Autism, Pathological demand avoidance (PDA), Attention deficit hyperactivity disorder (ADHD), Attention deficit disorder (/ADD), Social, emotional and mental health needs (SEMH), Dyslexia, Dyspraxia, Dyscalculia, Speech and language delays or difficulties, Cerebral palsy, Nonverbal, speech/communication delays, Challenging behaviour, Profound and multiple learning disabilities (PMLD), Anxiety, Cognition difficulties, Learning difficulties.

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