At Crimson Global Academy (CGA), we believe that every student’s path to success is unique. For families navigating Special Educational Needs (SEN) and Individual Educational Needs and Abilities (IENA), finding an environment that offers equity rather than just equality is a top priority.

We sit down with our dedicated Inclusion Manager, Jane Eagle, based in Dubai, UAE. Jane’s personal journey and professional philosophy offer invaluable insights for parents and our community on how the right support can transform a student’s educational experience.

A Personal Mission for Inclusion

Jane’s passion for inclusion stems from her own childhood experiences. Reflecting on her time in school, she recalls the difficulty of finding her tribe and navigating a curriculum that didn't always align with her emotional health.

Throughout my schooling, I found navigating the curriculum, friendships and positive emotional health challenging - this led to me not reaching my potential. When I was 17, I met a tutor at college, and they took the time to see me for who I was and helped me to explore my potential. This has a profound impact on me and, in turn, my career choice, helping children to be the best they can be.

Her career has been defined by a desire to ensure young people with additional challenges receive the specific support they need to thrive.

I worked as a Teaching Assistant in a local FE college and later as a Disability Employment Advisor for adults. Both of these roles allowed me to gain a real insight into how vital a positive educational experience can be. I decided at that point that I wanted to be part of the changes needed in schools so that young people with additional challenges had equity and not just equality.

Why Online Learning Works for SEN & IENA Students

A common misconception is that online school is less supportive for SEN students. Jane argues the opposite, noting that the digital environment at CGA removes geographical barriers and significantly reduces the social and sensory anxieties found in physical buildings.

• Tailored Learning: Technology allows for live lessons, recordings, captions, and assistive tools that create a flexible environment.
• Reduced Anxiety: For many neurodiverse learners, the online space provides a predictable, safe environment with fewer distractions.
• Connection: Through the "Learning for Life" curriculum and global meet-ups, students build confidence and social skills at a pace that feels manageable.

Our Learning for Life curriculum helps students develop an understanding of the world around them, online safety, healthy relationships, wellbeing, and the skills needed to thrive beyond school. CGA also values the importance of in-person communication and friendships, which is why we host regular meet-ups and events around the world that often include families, too.

If a student experiences an emotional crisis or needs additional support, they can access ‘Time to Talk’ sessions with an identified member of staff, with oversight and support from our safeguarding team where appropriate. These sessions may include listening, guidance, mindfulness strategies, and signposting to further help when needed.

Strategies for Online Learning Success

Jane emphasises that success looks different for every learner. To support neurodiverse students, she focuses on:

• Predictable Environments: Establishing clear routines and breaking learning into manageable steps.
• Bespoke IEPs: Individual Education Plans (IEPs) are developed in genuine partnership with the student, family, and staff. They are flexible, evolving as the learner develops independence.
• Processing Time: Giving neurodiverse learners the space to digest information and check understanding regularly.

A Success Story:

Student A had a range of additional needs, and in their previous physical school, ADHD, ASD, and anxiety created significant barriers to both learning and wellbeing. They quickly fell behind their peers academically and socially, which impacted their emotional health and made school attendance increasingly unmanageable.

At CGA, every student is treated as an individual. We focus on strengths as well as challenges, celebrating every success, no matter how small. With patient teachers, personalised adjustments, and strategies outlined in a bespoke IEP, Student A began to achieve academically, build positive relationships, and soon became one of our student leaders. They have since progressed to higher education and now believe that anything is possible.

The Vital Role of the "Home-School Partnership"

Jane is a firm believer that parents are a student’s best advocate. At CGA, the triangle of support, teachers, parents, and support staff, is what makes success possible.

What advice would you give parents supporting SEN or neurodiverse learners at home? 

Focus on consistency, encouragement, and partnership with the school. Clear routines for homework, revision, and bedtime can reduce anxiety and build independence. Supporting the organisation by talking through the next day, checking requirements, and preparing resources in advance can also be very helpful. Make time to celebrate every success, no matter how small, as confidence often grows through recognising progress. Above all, be patient, listen to your child, and remember that progress may look different for every learner.

What daily habits or routines help SEN/IENA students succeed academically?

Daily habits such as consistent sleep routines, healthy eating, and good hydration can have a significant impact on how SEN/IENA students learn and feel each day. A calm morning routine, regular mealtimes, and enough rest help improve focus, regulation, and readiness to learn. Families can also embed mindfulness activities together, such as breathing exercises, short walks, or quiet reflection, to reduce stress and build emotional wellbeing. When these routines are consistent, students are often better placed to succeed academically.

A Future Without Barriers

Jane’s vision for CGA involves expanding parent workshops and deepening emotional health support, such as Mental Health First Aid. She believes that a neurodiverse-friendly classroom isn't just extra support, it is the gold standard for all students.

I believe all classrooms should be designed and lessons delivered in a neurodiverse-friendly way, so differentiation is not seen as an additional strategy but as part of high-quality teaching from the outset. Strategies that support neurodiverse learners often benefit all students.

Fun Fact: If you see Jane in a meeting, don't ask her about the colour of your shirt, she’s colour blind! She’s far more interested in seeing your potential than your palette.

Are you a parent of a neurodiverse learner looking for a supportive community? At CGA, we are committed to ensuring every child has the tools to thrive. Connect with our team to learn more about our SEN and IENA support.