Joanna Gibbs: SEN Superhero

We talk to Joanna Gibbs, founder of SENsational Tutors, about the changing Special Educational Needs landscape, and how gaming is opening new paths for SEND students to become the superheroes of tomorrow.

Given your mission to ensure all neurodiverse young people receive the best possible educational support, what inspired you to focus on this particular cause, and what were some of your early experiences that shaped your dedication?

For me, being neurodiverse provided a unique perspective on education. Growing up, although my parents did everything they could to support me, I often felt that more specialised, tailored support was needed. My experiences highlighted that, while support was available, it wasn’t always the right kind of support to allow me to thrive.

This led to a growing awareness of the gap that existed in educational systems for neurodiverse individuals. As a teacher, I found that many educators, despite their best intentions, didn’t have the tools or time to provide the one-to-one, specialist support that neurodiverse children require. I felt a strong desire to bridge that gap and create an environment where teachers could make a genuine difference again.

When I was working in classrooms, I noticed that many teachers were struggling. They were trying to manage large classrooms with diverse needs, yet the system didn’t offer them the flexibility or resources to address the individual challenges neurodiverse children face. I wanted to ensure these children were given every opportunity to reach their full potential. This led me to create SENsational Tutors, where I could provide both educators and students with the space to thrive.

You’ve volunteered in slum schools in India and served as Head of Learning Support in South Korea. What did you take away from these experiences that influenced your approach to special education and your understanding of the needs of neurodiverse children?

My time in India opened my eyes to how integral education is to overcoming life’s challenges. In the slum schools, I witnessed firsthand the difference that access to education could make. The children there didn’t necessarily aspire to be ‘successful’ in the conventional sense, but they wanted to achieve their personal goals. Education became their stepping stone to opportunity. That shaped my view that education isn’t just about academic achievement; it’s about providing young people with the tools and opportunities to succeed in life on their terms.

Working in South Korea as Head of Learning Support was equally transformative. Although many of the students we worked with were from privileged backgrounds, with American passports and access to resources, they still faced significant barriers when it came to neurodiverse support. This made me realise that neurodiversity is not about socioeconomic status; it’s about having the right support in place. In Korea, I was able to develop a learning environment that celebrated neurodiversity and emphasised support and understanding. This shaped my philosophy that all children, no matter their background or neurodiverse needs, deserve an education that helps them flourish.

You founded SENsational Tutors in 2017. What was the catalyst for this?

SENsational Tutors was born out of my frustration with the limitations of the UK’s National Curriculum and the broader educational environment. My training in the International Baccalaureate (IB) curriculum, which is student-led, innovative, and based on young people’s interests, gave me a vision for what education could be. When I returned to the UK after working abroad, I found it difficult to reconcile the flexibility of the IB with the rigid structure of the National Curriculum. The UK system felt constrained, and it was clear to me that the focus on ticking boxes left little room for creativity, engagement, and tailored support.

I wanted to create an environment where students felt heard, understood, and supported. By founding SENsational Tutors, I envisioned a place where students could receive one-to-one, bespoke tutoring from highly trained specialist teachers who were as committed to the emotional well-being of the students as to their academic progress.

The idea was to build trusting relationships where students could thrive without feeling constrained by the formalities of a more traditional school system.

SENsational Tutors was voted the best tutoring company in the UK in 2022 and 2023. What do you believe are the key factors that have contributed to this success and recognition?

The recognition we’ve received is a testament to the quality of the tutors we employ and the ethos we’ve built at SENsational Tutors. We’re not just about tutors; we hire qualified, specialist teachers who are experts in neurodiversity. The key to our success lies in the fact that these teachers are not only knowledgeable about their subjects but also compassionate, patient, and committed to making a genuine difference in the lives of the children they teach.

It’s also about our holistic approach. We go beyond exam preparation and support students in developing social, emotional, and practical skills that are often overlooked in traditional education settings. It’s not just about getting the grades - it’s about developing the whole child. Our teachers understand that, for many neurodiverse students, it’s about much more than passing a test. It’s about creating a sense of trust, providing the support they need, and helping them build confidence so that they can move forward in their education and life.

At Bett this year, you hosted a panel about how gaming is shaping the future of education for children with SEND. The panel consisted of experts from various fields, including gaming, education, and occupational therapy. During the panel, Dan Clark of MindJam discussed the positives of gaming, such as expanding grey matter and enhancing problem-solving skills. How can educators effectively leverage these benefits?

Gaming offers a wealth of cognitive benefits, and problem-solving skills are especially valuable. In today’s workplace, problem-solving is no longer considered a soft skill, but a power skill - one that’s essential in almost every career. The educational system is beginning to catch on to this shift, with subjects like maths now incorporating real-world problem-solving scenarios from an early age. However, the question remains: do we have the space within the current National Curriculum to fully embrace these benefits?

transferable skills that gaming promotes, teachers can incorporate elements of gaming into their teaching to foster problem-solving and critical thinking in the classroom.

The panel also addressed the challenges of implementing gaming into education, such as mindset and motivation, not from students, but within institutions. What strategies can be used to overcome these challenges and foster greater acceptance of gaming in schools?

One of the main challenges lies in the mindset of school leaders, teachers, and policy makers. The National Curriculum has created a rigid framework that doesn’t always accommodate new teaching methods, such as gaming. While I believe the National Curriculum is necessary as a guiding structure, it needs to evolve to better support modern learning techniques. Gaming, for example, can complement the curriculum if we allow it to be viewed as a tool to enhance skills, rather than something that takes away from core academic learning.

A good place to start is by showing how gaming can directly align with the curriculum. For instance, if the curriculum teaches numeracy, gaming can be used to make learning more engaging and relevant. Teachers should be encouraged to use innovative tools like gaming to enhance the learning experience, making the curriculum feel more relevant to students’ lives.

Zaina Minhas from the National Autistic Society shared insights about UCL’s collaboration with her school to develop games designed for students with high support needs. What cost-effective solutions and resources can schools utilise to integrate gaming into their curriculum without straining their budgets?

A lot of exciting projects, such as the ones developed by UCL, have shown that integrating gaming into the classroom doesn’t have to be expensive. Often, the technology required - like basic webcams - can be easily adapted to existing classroom resources. One of the challenges schools face is staying informed about these low-cost, innovative solutions due to time constraints and a lack of awareness.

Raising awareness about available opportunities is crucial. Schools could explore partnerships with universities or organisations that offer free or subsidised resources. In addition, there could be a role for education leaders to oversee multiple schools, researching and sharing information about cost-effective solutions. By taking a proactive approach, schools can ensure they are using the latest tools and strategies to support their students, even when budgets are tight.

James Fraser-Murison, Director of Fraser Esports, discussed the creation of the first esports BTech. Do you see this as the start of a shift towards the acceptance of gaming as an educational tool, specifically in relation to SEND students, or is there more work to do to build upon this momentum?

The creation of the esports BTech is certainly a significant step forward in recognising gaming as a legitimate educational tool. It highlights the potential of gaming to engage students in a way that traditional methods may not. However, while this is a positive step, it’s important to remember that gaming should never be seen as a substitute for face-to-face interaction or social development. We need to balance the benefits of online learning with opportunities for students to develop in-person communication and interpersonal skills.

For SEND students, gaming can be a valuable entry point for engagement, particularly for those who may feel disconnected from traditional education. However, we need to consider how these gaming experiences can lead to broader life skills, preparing students for community integration and real-world challenges.

What would you like the main takeaway to be when thinking about gaming as a viable educational tool for SEND students?

The main takeaway is that educators should approach gaming with an open mind. While it’s not about replacing traditional learning methods, gaming can be a valuable tool for building relationships, enhancing engagement, and developing problem-solving skills. It’s important to give gaming a chance, not only for the students but for educators to see the positive impact it can have on learning.

Is there anything new and exciting in the pipeline from SENsational Tutors we should be looking out for in 2025?

In 2025, we’ll be focusing on supporting more disengaged students, particularly those with autism and Pathological Demand Avoidance (PDA). We’ve found that gaming is particularly effective in building trust and relationships with these students. We’ll be expanding our work with local authorities and parents using personal budgets, providing specialised, compassionate support tailored to each individual’s needs. We’re also continuing to develop mentoring opportunities for students, helping them to become excited about learning and life again.

Learn more about SENsational Tutors at www.sensationaltutors.co.uk

To learn more about UCL and their innovations in SEND gaming/technology visit www.motioninputgames.com