ABSTRACT
This chapter explores the issues, with a view to supporting Special Educational Needs Coordinator (SENCO) well-being. When the SENCO role was introduced, it quickly became apparent that a lack of time to execute the responsibilities of the role was a limiting factor, with Garner describing this as a ‘crucial concern’. Time to undertake the SENCO role, in addition to the high levels of bureaucracy associated with it, can lead to feelings of being overburdened. It could be argued that one of the key issues with the SENCO role is how the role is understood by colleagues, particularly by senior leaders. S. Mackenzie, in agreement with F. Hallett and G. Hallett, suggests that the SENCO was never intended to be the sole person responsible for SEND. Primary SENCO data was drawn from those SENCOs who identified as working in a first, infant, junior or primary school setting; secondary SENCOs were identified as working in a secondary, middle or upper school setting.
