In this post, our student, Elaine Yan reflects on how working with children with Additional Support Needs has changed their understanding of education, patience and what it truly means to support a child. Elaine explores how small moments of progress, inclusive practice and genuine human connection lie at the heart of working with children with ASN.

Understanding What Children Really Need

Working with children with Additional Support Needs (ASN) has changed the way I understand education, patience, and even life itself. Before I started studying Childhood Practice and working in a primary school, I thought teaching was mainly about helping children learn reading, writing, and numbers. Now I understand that supporting children is much deeper than that. Sometimes the most important thing we can give a child is time, understanding, and someone who believes in them.

As a third-year BA Childhood Practice student at The University of Edinburgh and someone who works full-time in a primary school, I have had many opportunities to support children with different needs and personalities. Every child is unique, and every child learns in their own way. Some children need extra support with communication, emotions, confidence, or behaviour. Others may struggle with change, noise, social situations, or expressing their feelings.

At first, I worried about whether I was experienced enough to help children with ASN properly. I wanted to do everything perfectly. Over time, I realised that children do not expect perfection. What they really need is patience, consistency, kindness, and trust. One of the biggest lessons I have learned is that progress can look very different for every child. In education, people often focus on results and achievements, but for children with ASN, even very small steps can be incredibly meaningful. A child making eye contact, joining a group activity, asking for help, or feeling calm enough to enter the classroom can already be a huge achievement.

Sometimes adults expect children to fit into systems too quickly. However, many children with ASN need more time to feel safe and understood. I have learned not to rush them. Building trust takes patience. Children can feel when adults genuinely care about them, and that relationship makes a big difference in their confidence and wellbeing.

How Study and Personal Experience Shape My Practice

There were moments at work that deeply touched me emotionally. I remember supporting children who struggled to express themselves or became frustrated easily because they could not communicate their feelings. Instead of seeing difficult behaviour, I learned to look deeper and ask myself, “What is this child trying to tell us?” That changed my whole perspective.

My university studies have also helped me understand the importance of inclusive practice. Inclusive practice means making sure every child feels valued, supported, and included, regardless of their abilities or challenges. Through studying child development and reflective practice, I have become more aware of how important emotional support is during childhood. Working and studying at the same time has not been easy, but it has helped me connect theory with real-life experience every day. I can learn something at university and then see it happening in the classroom. That connection has made me more confident in my role and strengthened my passion for childhood practice.

I think my own childhood experiences also influence the way I support children. Growing up without much emotional support made me understand how important encouragement can be. Sometimes children simply need someone to listen to them patiently and remind them that they are capable. Because of my past, I understand that children carry emotions and experiences that adults may not always see immediately. This is why I try my best to create a calm, caring, and supportive environment for every child I work with. I want children to feel safe, respected, and accepted for who they are.

The Rewards of the Work and Looking Ahead

One of the most rewarding parts of my work is seeing children grow over time. Watching a child become more confident, independent, or happier at school brings me so much joy. Those moments remind me why I chose this career path. Even on difficult days, I still feel grateful that I can support children during such important stages of their lives.

Working with children with ASN has taught me that patience is not about waiting quietly. It is about understanding, encouraging, and believing in progress even when it takes time. Hope is also very important. Children need adults who believe in their potential, even when they struggle.

As I continue my studies and move closer to graduation in 2027, I hope to keep developing my knowledge and experience in supporting children with ASN. I would love to continue learning and possibly work in different roles within education in the future. Every child deserves kindness, support, and the opportunity to succeed in their own way. Working with children with ASN has taught me that sometimes the smallest steps can become the biggest victories. Most importantly, it has reminded me that patience and hope can truly change a child’s life.

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