Alex S

About me, my expertise, qualifications and SEND experience

I am a qualified teacher (QTS) and specialist SEND tutor with over ten years’ experience supporting children and young people across primary, secondary and post-16 education. I have worked in mainstream schools, alternative provision, hospital and home tuition services, and as a private tutor supporting learners who have struggled to access education in traditional settings.

Much of my work has been with students with autism, ADHD, dyslexia, dyspraxia, EBSA (emotionally based school avoidance), SEMH needs and anxiety-related difficulties. I also have extensive experience working with pupils who have had long periods out of school and need careful, supportive re-engagement with learning.

Alongside my teaching and tutoring work, I am an experienced public speaker and trainer, delivering sessions in schools on mental health, self-esteem, anxiety and emotional wellbeing. This background strongly informs my tutoring, as I understand how emotional regulation, confidence and learning are closely linked.

My approach is trauma-informed, relationship-led and highly personalised. I believe that when students feel safe, understood and respected, meaningful learning becomes possible.

How I teach students with SEND

I understand that every child with SEND is different, even when they share the same diagnosis. I take time to get to know each student as an individual, including their strengths, interests, challenges and triggers.

For autistic learners, I use clear routines, predictable session structures and visual supports such as visual timetables or written session plans so students know what to expect. I am mindful of sensory sensitivities and adapt the pace, environment and communication style accordingly.

For students with dyslexia or processing difficulties, I use structured writing frames, colour-coded resources, chunked instructions and alternative ways of recording ideas, such as mind maps or verbal responses. Where helpful, I incorporate overlays, larger fonts and assistive strategies to reduce cognitive load.

For students with anxiety or EBSA, I work gently and at a pace they can manage, focusing on building confidence and trust alongside academic learning. I never rush engagement and understand that progress may look different for each child.

How I teach Maths / English

In English, I focus on building confidence with language through clear structure and supportive scaffolding. This might include sentence starters, model answers, shared writing, discussion before writing, or breaking tasks into manageable steps. I teach both GCSE English and Functional Skills English, adapting my approach to suit each learner’s pathway.

In Maths, including Functional Skills Maths, I prioritise practical understanding and real-life application wherever possible. I break concepts down into small steps, revisit learning regularly and use visual representations to support understanding. I am particularly experienced in supporting learners who have found Maths overwhelming or have developed anxiety around the subject.

Across both subjects, my aim is to help students feel capable and successful, rather than overwhelmed.

How I help students engage with learning

For students who have disengaged from education, my first priority is rebuilding trust. Early sessions focus on low-pressure activities, conversation, and interests rather than formal work. Engagement might begin through games, videos, discussion or creative tasks linked to something the student enjoys.

Once engagement is established, I gradually layer in academic learning using those interests as a bridge. I am consistent, patient and clear that learning is a gradual process. Students know I am not expecting instant results, which helps reduce anxiety and resistance.

How I make lessons fun

I strongly believe that learning should feel achievable and, where possible, enjoyable. I use games, quizzes, creative tasks, discussion, role-play and real-world examples to bring learning to life.

Fun does not mean unstructured — sessions always have a clear purpose — but enjoyment helps reduce anxiety, improve focus and build confidence. When students experience success and enjoyment, they are far more willing to engage with challenge.

How I help students with focus, attention and emotional regulation

Many of the students I work with struggle with focus, emotional regulation or frustration. I address this by building regular movement breaks into sessions, using clear time boundaries and offering choices so students feel a sense of control.

I help students recognise early signs of frustration and teach them that it is okay to pause, reset and try again. If a student becomes overwhelmed, I prioritise regulation over task completion, knowing that learning cannot happen when stress levels are high.

Over time, I support students in developing strategies they can use independently, such as breaking tasks down, using visual supports, asking for help earlier, or taking planned breaks. My goal is to help students feel more confident in managing their emotions and accessing learning more independently.