Self-advocacy means recognising a barrier and requesting a specific form of useful support. It is not a substitute for clear teaching or reasonable classroom adjustments. Pupils should not have to repeatedly justify support that has already been agreed.

Teach specific requests

A generic “I need help” may not tell the adult what is unclear. Teach one or two phrases linked to common barriers.

Primary examples include:

• “Could you repeat the first step?”

• “Can you show me one example?”

• “Which part should I start with?”

Secondary examples include:

• “Could I have a little longer to organise my answer?”

• “Can you clarify what ‘evaluate’ requires here?”

• “Could I check that I have interpreted the question correctly?”

Model when each request is useful. Briefly rehearse it outside a pressured moment.

Agree a discreet route

Some pupils will not ask publicly. Agree a signal such as placing a card on the desk, highlighting the instruction or using a recognised hand signal. Make sure relevant adults understand and respond consistently.

When the pupil uses the request, address the stated barrier and then check whether they can continue. Avoid turning the exchange into a test of whether they “really” need help.

Build independent selection

At first, prompt the pupil to choose between two requests. Next, ask what is blocking progress. Gradually leave them to select and use the appropriate request without adult prompting.

Review whether help is being sought early enough to prevent disengagement, and whether the support enables the pupil to re-enter the task.

Keep responsibility shared

If many pupils need the same clarification, improve the instruction or model for the class. If one pupil repeatedly needs an agreed adjustment, ensure it is reliably available. Self-advocacy should increase agency, not place responsibility for inaccessible teaching entirely on the pupil.