ABSTRACT
Educators often overlook how significant their caregiving and teaching has in shaping children's sense of self, identity and wellbeing. It can sometimes feel as though the early years is the “school readiness” waiting room. All the small acts make a difference to the wellbeing of our children and ourselves. For many, the development of skills and expertise in Special Educational Needs & Disability (SEND) happen “on the job.” The work is deeply emotional and relational, and the peoples need a strong underpinning foundation of what will work best for children's wellbeing and development. Within SEND, it is crucial to remember that the educators are likely already engaged in lots of practice supportive of wellbeing.
