written and curated by Nicola Hirst
May 2026
Communication, Connection & Capability
As I approach the end of the first five months in business, I have been re-evaluating the foundational messages we are promoting.
Emerald Green provides education for students with complex learning profiles who are not currently in a formal education setting.
The education we plan and provide for is predominantly within the student homes.
This means that we are in their safe space.
Not just the pupil’s but the parent’s or guardian’s safe space as well.
We are invited into these spaces which adds a very different dynamic to teaching within a school.
Within a school the teacher has the responsibility of overseeing the classroom and setting the tone.
Within a home context this requires collaboration and trust.
Emerald Green’s practice and approach is based on three foundational pillars:
- Communication
- Connection
- Capability
These underpin our approach to all students and families and the type of professional relationships we are seeking to build.
Communication
When you use effective communication students feel seen, heard and understood.
This then enables them to step out of their comfort zone, which is the start of new learning.
Putting communication at the heart of good practice applies to all students, not just those with SEND.
Therefore, this is reflected in how we communicate with families as well.
We immediately think of communication as speaking and listening skills but it also encompasses aligning our verbal and non-verbal communication.
SEND learners may have gone through their lives struggling to process what is being asked of them – this means they become more finely attuned to those around them.
There are three areas of communication we can consider:
- Communication of self: Body language, tone etc, building a sense of belonging and connection.
- Communication of intent: Linking learning to the students and conveying purpose.
- Communication of learning: Quick wins for how learning is presented in an accessible way to SEND learners.
Connection
Working effectively with students requires building a connection, connection develops via quality communication.
These two work hand in hand but connection requires time to build and also observation, reflection and planning on behalf of the practitioner.
It requires their motivators, special interests and preferences to be discovered, acknowledged and built into the learning.
It requires a respect for their personal space and communication style.
All of these things require patience, resilience, tenacity underlined with a massive dose of calm.
This can apply to the student as well the practitioner!
When you are working on building the connection, utilising quality communication means you are able to reflect on the messages you are receiving from the student and adjust your approach.
Tenacity does not mean forging on regardless – it means not lowering your outcomes for the students. It might mean looking for a different path. A longer path, but one that keeps the student with you along the way.
Capability
Assuming capability from the outset is respectful of the student and is key to building a neuro-affirmative environment.
The student may not be able to directly show you their understanding – but it is the educator’s role to provide them with opportunities to demonstrate their skills and knowledge.
When we are working with students with complex learning profiles this will not be presented in the most expected way.
Assuming capability also means we are not putting false ceilings in place for students.
Assuming capability supports positive well-being as it allows us to stay open to possibilities for students.
What’s Next?
I feel very passionately about providing education for students with a complex learning profile where they are respected, their communication style is honoured and they feel a sense of accomplishment and satisfaction from their learning.
I am currently writing training and bringing together information around the three pillars of communication, connection and capability. This will be accredited training.
If you are interested in finding out more or would like to collaborate please do get in touch.
Nicola
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More Than Words: Redefining SEND Communication.
I had an experience recently which has stayed with me and sat heavy for a few weeks.
I was working with a young person alongside another professional.
Away from the student the professional expressed their views on the young person’s ability and immediately placed a glass ceiling upon them. One so low I had a visceral reaction to it.
In the moment, I pushed back and have since provided modelling and professional guidance to support their understanding.
It was on reflection that I realised that I have been privileged to work with professionals who seek to look beyond first impressions.
They have curious minds and want to support young people to lead their best lives and grow into fulfilled adults who can feel a part of a community in their own unique way.
These professionals seek to make connections, observe verbal and non-verbal body language and take a considered approach to how they use quality first teaching and adaptive practice to make learning accessible to all.
When I started my own business in January 2026, I had a clear vision of what I wanted to achieve within the realms of SEND education.
But there was a voice at the back of my head – questioning what was the ‘drum I was banging’. Quality SEND provision is a broad area and I needed to consider my ‘why’.
The last three months, and prior, were building towards the recognition that at the heart I believe that every student and young person needs to be truly ‘heard’ if educators and other professionals have a chance of meeting their needs effectively.
This has come from working with a range of different settings and students with diverse needs. From students who require full support in every area of their life to students who attend mainstream school and on the surface are ‘fine’ but underneath they are fighting to keep up.
When I reflect on all this, considered quality communication needs are at the heart of any of our interactions with students.
Not just communication challenges on the student’s part but the quality of communication utilised by the professionals.
Too often communication is purely seen as the words that are used rather than the much wider meaning.
Listening is a key component of communication and means the professionals should be looking for a wide range of cues from students.
Communication also encompasses non-verbal communication – gestures, facial expressions, body movements and positioning.
Communication is also the way learning is presented and made accessible. Is the message clear to the student and presented in an appropriate way for them to understand.
The barrier isn’t just the student’s ability to speak; it’s our ability to listen.
This appears to have fallen by the wayside as some educators and professionals expect the student to understand them or the work that is presented to them. Without having the grace to reflect on what barriers to communication need to be overcome for effective understanding.
With this realisation it has driven me to action.
Emerald Green’s ‘why’ and driving force is to promote effective communication with SEND students in its broadest sense.
Over the coming months I will be developing training and information to support families and professionals to better ‘listen’ to their children and students. And also develop their own toolbox of communication to adapt to the needs of the child or student they are working with.
I would love to hear from you if this resonates with you.
Keep and eye out for my next blog and further information.
Find out more!
Click below to visit Emerald Green Specialist Education’s website to find out more about our offer for students, training and take a look at the knowledge hub.
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