Navigating personal and contextual factors of SENCo teacher identity

In an increasing number of countries, the Special Educational Needs Coordinator (SENCo) plays a key role in implementing inclusive provision for students with special educational needs. Existing literature on SENCos mainly focuses on the nature and enactment of the role, with few investigating SENCo identities. Hence, the study presented in this article aimed to navigate how personal and contextual factors influence SENCo identity. Utilising a qualitative interpretive case study approach, multiple sources of data were gathered from five primary school SENCos in Auckland, New Zealand, through semi-structured interviews, work shadowing and school documents. The findings revealed how SENCo identity was shaped by personal factors, including motivation/commitment and expertise/experience; and contextual factors such as the organisation of the SENCo role, support from senior leaders and other stakeholders, and national policies regarding the SENCo role. Drawing on the findings, we argue that formal recognition and targeted funding of the SENCo role by the government are vital for constructing and maintaining a strong SENCo identity. At the same time, it is important to sustain individual school autonomy and flexibility regarding the structural organisation of the SENCo role.