Support Systems: Navigating Special Educational Needs (SEN) in Cyprus Private Schools (2026 Guide) | PrivateSchools.cy
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LEARNING SUPPORT GUIDEJAN 12, 2026

Support Systems: Navigating Special Educational Needs (SEN) in Cyprus Private Schools (2026 Guide)

A 2026 learning support guide from Georgia Konstantinou, Parent & Researcher, to help families evaluate staffing, systems, and SEN provision with confidence.

Updated

Jan 12, 2026

17 min read

LAST REVIEWED: JAN 12, 2026

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WRITTEN BY

Georgia Konstantinou avatar

Georgia Konstantinou

Parent & Researcher

AUTHOR

Parent and child discussing learning support at a Cyprus private school

Finding the right private school is already a lot. When your child has dyslexia, ADHD, autism spectrum differences, speech and language challenges, anxiety, or any learning profile that needs adjustments, the process changes. This guide helps you spot the difference between warm words and reliable support.

IN THIS GUIDE

  1. 11. What support really means
  2. 22. Cyprus reality check: public vs private support
  3. 33. Common terminology in Cyprus
  4. 44. The three practical tiers of support
  5. 55. Admissions when your child has SEN
  6. 66. The questions that reveal reality
  7. 77. Exam access arrangements (IGCSE, A-Levels, IB): plan early
  8. 88. A shortlisting workflow that avoids overwhelm

1. What support really means

The word support gets used loosely. In practice, there are three different things schools might mean:

  • A caring teacher who adapts informally (good, but inconsistent if it depends on one person).
  • A structured school system (clear process, documented adjustments, regular reviews, trained staff).
  • A resourced support model (learning support staff, time allocated, specialist input, space, and leadership commitment).

For a child who genuinely needs accommodations, only the second and third are reliable long term.

2. Cyprus reality check: public vs private support

In Cyprus, the public system has a defined framework for identifying needs, assessing children through committees, placing students in appropriate settings, and developing IEPs.

Private schools operate differently. Many are inclusive and experienced, but they are not all resourced in the same way, and some types of support (especially 1:1 support in class) can become a family responsibility in private settings.

One practical example that comes up often is escort / 1:1 classroom support. Public provision can be funded for state schools, while private-school cases can be certified as needed without financial coverage.

The takeaway is not "private is worse" or "public is better". The takeaway is: you must verify what support means at that specific school, for your child, in writing.

If you are still deciding between systems overall, it helps to read your broader comparison first: Public or Private School in Cyprus? How to Choose What Fits Your Family.

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  • 99. Quiet red flags parents often miss
  • 10Summary: how to choose confidently

    • 3. Common terminology in Cyprus

    You will hear a mix of UK/international terminology and local terms. Understanding them quickly makes meetings much easier.

    Learning Support Unit (LSU) / Learning Support Department

    A school team (sometimes one person, sometimes a department) that coordinates accommodations, learning plans, and teacher guidance. In UK-style language you may also hear SENCO (Special Educational Needs Coordinator).

    IEP (Individual Education Plan)

    A documented plan with goals, accommodations, and review points. Cyprus' SEN framework explicitly includes IEP development as part of regulated provision.

    Synodos (shadow teacher / 1:1 support)

    A dedicated adult supporting the child during lessons to help with regulation, attention, transitions, understanding instructions, or participation. This can be transformative when done well, but it is also where cost, quality, and school policy can become complicated.

    Educational Psychologist report

    Many schools request a formal report to clarify needs and justify accommodations. Even when a school is supportive, they often need documentation to apply for exam access arrangements later.

    4. The three practical tiers of support

    Think in tiers because it helps you match your child's needs to the school's actual offer.

    Tier 1: In-class differentiation

    Best for: mild dyslexia, mild ADHD, mild processing differences, students who mainly need small adjustments.

    What it looks like:

    • Teacher gives simplified instructions.
    • Chunking tasks into smaller steps.
    • Extra check-ins.
    • Adjusted seating.
    • Alternatives to copying large amounts from the board.
    • Consistent routines.

    How to tell if it is real: ask for examples, not promises. "What does a teacher do differently on a normal Tuesday?"

    Tier 2: Targeted sessions (pull-out or small group)

    Best for: students who need structured intervention in literacy, writing, numeracy, executive function, or social skills.

    What it looks like:

    • 1-3 sessions per week with a learning support specialist.
    • Clear goals and progress review.
    • Teacher coordination so the child is not repeatedly pulled from the same subject.

    What parents forget to ask:

    • When are sessions scheduled?
    • What gets missed academically?
    • Who decides priorities if the child has both learning and emotional needs?

    Tier 3: Full inclusion support (Synodos / 1:1)

    Best for: children who need continuous guidance to participate safely and consistently.

    What it looks like:

    • In-class support across the day.
    • Structured support plan (not just "sit next to them").
    • Coordination with teachers so the child is supported without being singled out.

    Critical nuance: 1:1 support is only as good as the system around it. A strong Synodos without teacher buy-in becomes a "parallel classroom." A strong school system makes 1:1 support fade gradually as independence grows.

    5. Admissions when your child has SEN

    A smoother admissions process starts with the right sequencing.

    Step 1: Be transparent early

    Not dramatic, not apologetic, just factual. Schools can only plan support if they understand the profile.

    Step 2: Bring the right documents

    Bring your most recent reports and any therapy summaries. If your child is multilingual or has moved systems, note language history and prior curriculum.

    Step 3: Ask for a learning support meeting, not only admissions

    If a school has learning support, meet that person. An admissions officer can be warm and positive without knowing the operational detail.

    Step 4: Request a trial or observation day where possible

    Many schools use trial days for fit. This can be helpful if it is framed as "how we support" rather than "can your child cope".

    For the general admissions timeline and what usually happens by month, use: Private School Admissions in Cyprus: Process, Requirements and Timelines.

    6. The questions that reveal reality

    Below are questions that usually produce specific, operational answers. If answers stay vague, that is data.

    Staffing and structure

    • Who leads learning support, and what is their background?
    • How many learning support staff are on campus and how is support allocated?
    • Do teachers receive training or guidance on accommodations?

    Process

    • How do you decide what accommodations a child receives?
    • Do you use an IEP, and how often is it reviewed?
    • How do classroom teachers get the plan and implement it consistently?

    Environment

    • Is there a quiet space or regulation space for overwhelmed students?
    • How are transitions handled (break, assemblies, PE, group work)?

    Communication

    • How often do you update parents, and what does a "good update" look like?
    • If a plan is not working, how quickly do you adjust it?

    Culture (this matters more than it sounds)

    • How do classmates understand difference?
    • What do teachers say when a child struggles publicly?

    7. Exam access arrangements (IGCSE, A-Levels, IB): plan early

    Families often discover too late that exam accommodations require evidence, deadlines, and alignment with classroom practice.

    Cambridge International describes access arrangements as pre-exam arrangements that remove barriers without changing the assessment demands, and has application processes and deadlines.

    IB also sets expectations that access arrangements should reflect what the student experiences during learning and teaching, and formalises permitted arrangements.

    UK exam boards similarly describe access arrangements as enabling students with SEN/disabilities to access exams.

    Practical parent advice:

    • If your child may sit external exams later, ask in primary or early secondary: "What evidence do you collect, and how do you apply for arrangements when the time comes?"
    • If a school says "we do accommodations, don't worry", ask how they document them and who owns the timeline.

    8. A shortlisting workflow that avoids overwhelm

    When SEN is involved, shortlisting is not only about reputation.

    • Start broad: Browse schools and filter by what you cannot change (district, level, language of instruction).
    • Remove unrealistic commutes using the school map.
    • Open each shortlisted school and look for evidence of support in the content they publish, and in how they describe student care.
    • Narrow to 5-8 and book targeted questions with the learning support lead.
    • Compare finalists side-by-side using compare.
    • If you need a structured starting point (especially when needs are complex), use a short school finder quiz to create an initial shortlist, then validate it with the questions above.
    • For what to observe during visits (which often reveals more than meetings do), use: What to Look For When Visiting a Private School in Cyprus: A Parent Checklist.

    9. Quiet red flags parents often miss

    These are often quiet signals, but they matter.

    • Support depends on "one great person." If that person leaves, the system collapses.
    • The school talks only about grades and top achievers. That does not automatically mean it is unsupportive, but it often means support is not central.
    • They discourage documentation. If they resist reports, they may resist accountability.
    • They push you toward a shadow teacher immediately without discussing classroom strategies first.
    • They promise "we have no bullying." A better answer is: "Here is how we handle it and what we track."

    Summary: how to choose confidently

    A supportive private school is not the one that uses the right words. It is the one that can explain, calmly and specifically:

    • What support looks like on a normal day.
    • How plans are documented and reviewed.
    • How teachers are guided.
    • How exam accommodations are handled with evidence and deadlines.
    • How the child remains included socially, not only managed academically.

    When those pieces are in place, your child is far more likely to grow in confidence, independence, and stability.

    Questions parents ask most

    Will a private school in Cyprus accept a child with ADHD, dyslexia, or autism?

    Some will, some will not, and many will say "yes" but mean "yes, if the needs match our capacity." Cyprus' SEN framework sets strong principles for inclusion in the public system, but private provision varies by school. Your best protection is asking for specifics and getting support commitments in writing.

    Is a Synodos (shadow teacher) always necessary?

    No. Many children thrive with Tier 1 or Tier 2 support if teaching is consistent and accommodations are normalised. A Synodos is most appropriate when your child needs constant regulation or instructional support to access the day safely and productively.

    Who pays for 1:1 classroom support in private schools?

    It is often treated differently from public provision. There have been discussions in Cyprus about the gap in financial coverage for escorts in private schools, even when need is certified. Ask each school what their policy is and whether they allow parent-funded support if required.

    Can my child get extra time or other exam accommodations later?

    Possibly, but it depends on documented need, evidence, and school processes. Cambridge International and the IB both describe formal access arrangement frameworks and expectations. Plan early so classroom practice matches what you request in exams.

    What if a school has limited SEN information on its website?

    Treat it as "unknown", not "no support". Use it as a prompt to ask targeted questions and request a meeting with whoever coordinates support. If a school cannot explain its process, that is the key signal.

    MEET THE GUIDE AUTHOR

    This guide stays updated with firsthand research, interviews, and verified school data.

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