5 Challenges I face as a SEN Teacher

Let me start by saying very lightly but at the same time with all the honesty in my heart that living and working as a Special Educational Needs (SEN) teacher in Malaysia comes with a LARGE set of challenges. Our society here in Malaysia still often misunderstands neurodiversity and sometimes even quietly lowkey shuns it. It is truly a uphill battle for myself and many a time for my students. Being in this field of work for over 15 years, along the way, there are comments I have heard far too often:

These statements are not just misinformed they reflect deeper issues that many of us in the SEN community face daily. So today in my blog, I am here battling to address them not only for myself, but for my students and students like them, and for those neurodivrse adults who are trying to enter the workforce or who are already there in hopes that this will change the mindset and bring a better understand to those reading this. So without lingering on my introduction any further, here are five of the biggest challenges I encounter as a SEN teacher.

1. Changing Mindsets

One of the greatest challenges is shifting the mindset of teachers, parents, and society at large. There is a persistent belief that neurodiverse students do not belong in mainstream schools and many still feel that they should be placed in specialized centres because they “won’t cope.” But that isn’t the reality for many children out there.

Many students can be in mainstream schools, they can do the work that their peers are doing. They can cope with school. But the thing is they can only do all of the above with the right support. And when I am talking about the right support I am talking about support in all aspects of their life both at home and in school. They are no different from a child who may need that extra support after school with a tuition teacher. Support is support regardless of whether a child is neurotypical or neurodiverse.

Now the real struggle when it comes to changing mindsets lies in helping people see this truth. Often, it is not a lack of awareness it is a reluctance to change. Some would rather hold on to outdated beliefs than invest the effort required to understand and support these children. And that right there, forgive my words, is the God damn truth. Too many times people just DO NOT CARE. They are comfortable in their outdated belief and they rather stay there than take the effort to change.

2. When Teaching is Just a Job

I think I am going to get in trouble for this one, but it has to be said. I am not sugar coating this for no one. Sue me if you must, but let's call a spade a spade here. Let me take a slient breather before I type this out and life flashes before my eyes. Like I said this may be controversial, but it needs to be said: NOT ALL TEACHERS ARE WILLING TO GO THE EXTRA MILE. There I said it. It is what it is. And that is the reality.

Now do not get me wrong. Yes, I am fully aware that teachers today carry heavy workloads. But there is a clear difference between educators who genuinely care and those who simply do the minimum. The former see potential in every child and they notice the student at the back of the classroom who has lost confidence and find ways to re-engage them. The latter focus only on completing tasks that they are paid for such as teaching, marking, setting exams, and administrative duties.

For some, students with learning differences are seen as “extra work” rather than individuals who need support. And changing that mindset especially when there is no intrinsic motivation to do so is incredibly challenging and sometimes heartbreaking.

3. Parental Denial and Fear

I really hate to say this because I have had the luck of dealing with some amazing parents who have truly kept me going. But, even though this is hard to say another significant barrier comes from parents.

Some parents struggle to accept that their child may be facing learning challenges. Others avoid acknowledging neurodiversity altogether, hoping their child will simply “grow out of it.” This really creates a difficult situation for schools and teachers trying to provide support and what is worse for their own child. When there is no openness or collaboration, it feels like hitting a wall over and over again. And no matter what you do, because there is no acceptance or support from home the child is the one who ultimately loses out. What makes it even harder is when stigma and shame take precedence over the child’s well-being and growth. In my years of experience this is the hardest to watch.

And I want to just add here, if you are one or were ever one of these children, I got you with tons of big hugs. You are valid, you are capable and you are loved and I hope you will show or have shown yourself how much you can shine and how nothing not even a label can bring you down.

4. Schools That Prioritise Numbers Over Children

While not all schools operate this way, and I am thankful that I do not work in a school that operates this way. I have encountered mindsets like this that are deeply concerning and triggering. Let me tell you it has taken me a lot of self control not to smack someone over the head when they tell me, "Oh he/she will be out of my class soon as their parents will be getting a conditional letter next week."

So here is the reality that many do not know, in some cases, students who are neurodiverse are treated as placeholders. And if you do not know what that means, it means that they are filling seats until a more “academically desirable” student comes along. When expectations are not met, these children are quietly "pushed out" under the assumption that they won’t succeed anyway.

This approach reduces children to numbers and financial considerations, rather than recognising them as individuals with potential. It is disheartening to witness, especially when education should be about growth, inclusion, and opportunity.

5. The Reality of “Inclusive” Education

Here is another point where I may get in trouble for. But I already started so I might as well end it with a bang. Right? No? Oh well, it is what it is so let's go!

Many schools claim to be inclusive, but how many truly are? I dare you to list me at least one school in Malaysia that is truly inclusive. Okay, maybe there is one somewhere out there, find one for me that is truly inclusive outside of Malaysia. Trust me when I say this it will take a while. And that is because people have no idea what inclusion means.

True inclusion goes beyond allowing a child into a classroom. It requires adaptation, understanding, flexibility, and genuine commitment. It means creating an environment where every child feels valued, supported and safe, not just accommodated.

In many Asian contexts, where academic excellence and top performance are heavily emphasised, inclusion often clashes with existing expectations. Yes, I know I went all technical there, but it is true. The pressure to produce “A-star” students leaves little to no room for diverse learning needs. And as an SEN teacher, this is an ongoing battle. Despite progress, we are often pulled back by outdated mindsets that resist change.

And that is it. The 5 challenges I have faced over the years. And let me tell you these 5 challenges are not just mine. They are shared by many educators, students, and families navigating the world of neurodiversity. And I have to ask myself and those of you reading this will things change? Will this change happen during my lifetime? I sure as hell, pardon my language, hope so.

Because every child, yes every single child, deserves to be seen, understood, and given the opportunity to succeed not in spite of their differences, but because of them.

Till my next post. Much love and respect!

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