Does EAL fall under SEND? 

English as an Additional Language (EAL) does not fall under SEND. This distinction is key to unpacking the unique support EAL students require. Though both groups need targeted support, the reasons why and how are different. This means that EAL learners face challenges mainly around language acquisition issues and not developmental or cognitive barriers, which SEND usually covers.

A child who recently emigrated from Ghana, for example, may struggle with elements of vocabulary or grammar. This challenge does not equate to them having a learning difficulty. It’s important to realise that EAL learners’ needs are highly individual and heterogeneous. Some pupils have had the chance to acquire robust literacy skills in their first language. This foundation provides them with the tools to transfer those skills to English.

Some may struggle because they do not have the prior educational underpinnings, but these obstacles are still separate from SEND definitions. For example, a pupil may excel in problem-solving or maths but fail in English-focused subjects. This distinction illustrates that a lack of proficiency in a language does not always indicate a learning impairment.

Schools play a critical role in ensuring EAL learners receive appropriate support. Individual assessments are key to identifying their specific needs, rather than making broad assumptions. These evaluations should consider factors like the student’s prior education, cultural background, and exposure to English. For example, tailored programmes focusing on language development can help bridge gaps without stigmatising the learner or overlooking their potential. By distinguishing between EAL and SEND, schools can design more effective strategies that respect each child’s unique journey.