What to Do If a Trial Day Doesn’t Go Well

Trial days are a normal part of the hiring process for SEN teaching and support roles across UK schools. They’re meant to be a snapshot, not a perfect performance. If your trial day didn’t go to plan, don’t panic. With a calm review and a few targeted actions, you can turn a difficult experience into clear next steps—and still secure the right role for you.

First, normalise the wobble

Trial days in SEN settings can be unpredictable. You may be asked to support pupils with a range of needs—autism, ADHD, social, emotional and mental health (SEMH), speech and language needs, or complex learning difficulties—often with little time to prepare. Behaviour can be challenging, timetables can change, and on any given day a class may be short-staffed.

It’s common to leave feeling you didn’t show your best, especially if you weren’t fully briefed on pupils’ Education, Health and Care Plans (EHCPs), communication preferences (e.g., PECS, Makaton), sensory needs, triggers, or the school’s behaviour policy. A tough trial day doesn’t mean you’re not suited to SEN; it often means the situation wasn’t ideal for showcasing your strengths—yet.

Decompress, then capture the facts

After the day, give yourself time to decompress. Then note down what happened while it’s fresh. Aim to separate fact from feeling. This helps you communicate clearly with your agency, recruiter, or the school, and prepares you for future trials.

1. Write a timeline of key moments: where you were, who was involved, what the goal was, what you tried, and what happened next. 
2. Highlight what was in your control (e.g., instructions, tone, proximity, use of visuals) and what wasn’t (e.g., late briefing, missing resources, timetable changes). 
3. Record specific strategies you used (e.g., first/then boards, praise, calm voice, task breakdown, sensory breaks) and the pupil response. 
4. Note any safeguarding or health and safety issues you observed so you can report them appropriately. 

This objective record turns “It went badly” into “Here’s what happened and what I learned”—much more useful for reflection and next steps.

Reflect with an SEN lens

Use your notes to reflect on a few core areas that matter in UK SEN settings:

• Communication: Did you adapt language? Use visuals or modelling? Check for understanding without putting a pupil on the spot? 
• Relationships and regulation: Did you build rapport, use a calm presence, and offer co-regulation (breathing, movement, quiet space) when needed? 
• Behaviour support: Did you follow the school’s policy? Use positive phrasing, clear expectations, and consistent boundaries? 
• Curriculum access: Did you scaffold tasks, break instructions into steps, and offer choices or alternative methods of engagement? 
• Teamwork: Did you communicate with the class teacher/SENDCo, ask clarifying questions, and share relevant observations? 

Identify one strength and one growth point in each area. For example, “I built good rapport during a Lego task” and “I need quicker access to visual supports and a timer for transitions.” This isn’t self-criticism; it’s the basis of your development plan.

Request feedback the right way

Proactive, professional follow-up can change how a school perceives a tough day. If you’re working through an agency, ask your consultant to request feedback from the class teacher or SENDCo. If you applied directly, send a short, appreciative email.

Keep it simple:

• Thank them for the opportunity and acknowledge the challenge of a snapshot day. 
• Ask for 2–3 specific points of feedback focused on strategies and impact. 
• Mention one thing you learned and one adjustment you’d make next time. 
• Confirm you’d welcome another visit or a shorter observation if appropriate. 

Clear, constructive follow-up shows resilience, teachability, and professionalism—exactly what schools look for in SEN practitioners.

Decide if the setting is the right fit

Sometimes a poor trial highlights a mismatch. That’s not failure—it’s useful information. Use the experience to evaluate fit.

Potential red flags:

• Safeguarding felt unclear or inconsistent with Keeping Children Safe in Education. 
• No behaviour policy guidance, or instructions that contradict trauma-informed practice. 
• Zero briefing on pupils’ needs, medical plans, or risk assessments. 
• Unrealistic expectations (e.g., sole responsibility for high-risk behaviour on day one). 

Potential amber flags (manageable with support):

• New systems (visual timetables, reward frameworks) you can learn quickly. 
• Gaps in information that can be solved with a pre-brief next time. 
• Nerves affecting your delivery—improves naturally with practice. 

Share your evaluation with your recruiter. If you’re uncertain, ask for a second visit or a shorter, focused observation (e.g., supporting a small group) to get a truer picture.

Upgrade your toolkit for the next trial

Preparation turns a difficult first attempt into a stronger second one. Small, portable tools and consistent routines make a big difference in SEN settings.

1. Research the school: Read the SEND report, behaviour policy, and values on their website. If possible, ask for pupil profiles or EHCP summaries in advance. 
2. Arrive early: Check classroom layouts, visual supports, sensory spaces, and evacuation routes. Meet the class teacher and support staff to align on roles. 
3. Bring a mini SEN kit: whiteboard and pen, visual choice cards, first/then board, timer, calm scripts, stickers or tokens, and a small notepad. 
4. Plan go-to strategies: chunk tasks, offer choices, use positive language (“When you’ve finished X, you can Y”), and plan movement/sensory breaks. 
5. Clarify signals and scripts: Agree on attention-getters, help signals, and phrases that match the school’s approach. 
6. Log impact: Briefly note what worked with each pupil so you can share targeted reflections afterward. 

What to say to your recruiter or hiring contact

Honesty and specifics build trust and help them match you better. Focus on evidence, not emotion:

• Summarise your role, classes, and any key incidents clearly and neutrally. 
• Explain strategies you used and what you’d change next time. 
• State your preferences confidently: year groups, types of need, class sizes, or specialist vs mainstream settings. 
• Ask for support: a pre-brief with the SENDCo, a second visit, or shadowing time. 

If the school requests references or a repeat visit, confirm any availability, travel constraints, and ensure your DBS and safeguarding training are up to date. If you need a refresher, consider free resources via NSPCC Learning or check your agency’s CPD offer.

Reframe the narrative for future interviews

Interviewers often ask about challenging days. Use this experience as a structured example:

• Context: “I supported a mixed KS2 class with varied needs including autism and SEMH on a short-notice trial day.” 
• Action: “I used first/then boards, broke tasks into steps, and built rapport with low-demand conversation and clear choices.” 
• Learning: “I needed clearer pre-briefing and quicker access to visuals. I’ve since created a portable toolkit and a pre-brief checklist.” 
• Outcome: “On my next trial I implemented these changes and saw improved engagement, with one pupil completing two tasks independently.” 

This shows growth, resilience, and a reflective SEN practice—qualities UK schools value highly.

If you spotted safety or inclusion concerns

Safeguarding is non-negotiable. If you witnessed something that conflicts with statutory guidance, raise it promptly with your agency or the school’s Designated Safeguarding Lead (DSL). Use factual notes and follow local procedures. For reference, see SEND guidance on GOV.UK and Keeping Children Safe in Education.

Keep perspective—and keep going

One tough day doesn’t define your capability or your future in SEN. Schools know trial days are imperfect. What matters is how you reflect, adapt, and communicate. With a clearer brief, a portable toolkit, and a plan for your next visit, you’re already stronger than before.

Ready to find a setting that fits your strengths? Explore current SEN teaching and support opportunities and get personalised guidance on trial-day preparation. Browse SEN roles or contact our team for tailored advice and interview-ready support.