Neil draws on his love of history and his belief in education as an act of humanity to explore how lessons from the past can shape the way we teach, connect with, and care for all children in our classrooms today - particularly those with SEND.

Teaching Humanity: Lessons from History for SEND Education

Recently, I’ve been reading Wendy Holden’s The Teacher of Auschwitz, a deeply moving account of Fredy Hirsch and William Dirolewicz - educators who used teaching as a form of resistance and hope in the most unimaginable circumstances. Their commitment to nurturing children’s minds, even within a concentration camp, is a powerful reminder that education is not merely about curriculum - it’s about dignity, connection, and the preservation of humanity.

As a Director of Special Education and a passionate historian, I often reflect on how these historical narratives resonate with our work today. Teaching children with SEND is, at its core, an act of profound humanity. It demands that we see potential where others may not, adapt with creativity, and believe fiercely in every child’s right to learn and thrive.

Hamilton School: A Model of Trauma-Informed Practice

Since joining MET, I’ve had the privilege of visiting our schools and learning about their unique contexts. Hamilton School stands out for its trauma-informed approach, its integration of Thrive principles, and its unwavering commitment to relational pedagogy. The staff consistently create environments where students feel safe, valued, and understood.

Their practice is rooted in emotional literacy, demonstrated through:

1. Starting with safety – Establishing predictable routines and sensory-friendly spaces.
2. Using story and metaphor – Books like The Teacher of Auschwitz help older learners explore empathy and resilience.
3. Modelling emotional regulation – Adults set the emotional tone for the classroom.
4. Celebrating small wins – Recognising that progress, however incremental, is always meaningful.

Curriculum Alignment with Thrive Principles

Hamilton’s alignment of curriculum with Thrive principles ensures emotional development is embedded—not added on. By mapping developmental stages to curriculum outcomes, they’ve created a framework that supports both academic achievement and emotional growth. 

Literacy, History, and the Human Condition

The intersection of literacy and history offers profound insights into the human condition. One quote from The Teacher of Auschwitz, attributed to Haim Ginott, encapsulates the power and responsibility of educators:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanised.”

This quote is a call to action. It reminds us that our presence, our choices, and our emotional literacy shape the lives of the children we teach—especially those with SEND.

by Neil Strain Maiden Erlegh Trust Special and AP Hub Director

----

Thank you to Neil for reminding us of what sits at the core of great teaching — humanity, empathy and the belief that every child can thrive.

#TeamMET #SpecialEducation #SEND #Inclusion #TraumaInformedPractice #RelationalPedagogy #ThriveApproach #EducationForAll #HumanityInEducation #AlternativeProvision #OurWorkChangesLives