22 Jun 2026
One thing we are learning as we build 42 Questions is how much language matters.
It wasn’t until we started working with schools that we became aware of just how many different terms are used across the UK to talk about support for pupils with additional needs.
Public discussion often feels England-focused, where terms such as SEND and EHCPs are commonly used. But those terms are specific to England and don’t necessarily reflect how support is described elsewhere in the UK.
In Scotland, ASN, or Additional Support Needs, is used. Wales uses ALN, or Additional Learning Needs. Northern Ireland uses SEN, or Special Educational Needs. Each nation has its own policies, terminology and systems.
As we have created website content, produced research documents and spoken to schools, we have found ourselves checking terminology more carefully than we expected. Words that feel familiar in one part of the UK may not be relevant in another. It has been a useful reminder not to make assumptions or group all four nations together (something I appreciate as a proud Scot).
The language often reflects wider differences in policy and process. For example, Education, Health and Care Plans, or EHCPs, are specific to England, while Wales uses Individual Development Plans, or IDPs. Scotland and Northern Ireland have different approaches again.
For us, these differences matter because we are building 42 Questions for schools across the UK. We do not want our website, product or content to feel as though it only speaks to one part of the country.
We are learning that we need to be specific when the context requires it, but also use broader language where it helps. Terms like additional support needs, pupils with additional needs and inclusive education can help us speak more clearly across different settings.
That does not mean ignoring the differences. It means acknowledging them.
This is something we are still working on. Our language will probably keep changing as we learn more from schools, trusts and education specialists.
We are still learning. But one thing has become clear: if we want to support schools across the UK, we need to understand the language they use, not just the challenges they face.
Author: Cat Thorogood
