Confidence plays a pivotal role in shaping the academic and personal journey of students with special educational needs at university. Beyond the challenges they may face in accessing or processing information, a student’s self-belief often influences their ability to engage fully with their studies, peers, and wider university life.

When students feel confident in their abilities and the support systems around them, they are more likely to participate in lectures, seek help when needed, and take on new opportunities, be it group projects, internships, or extracurricular activities. This active engagement not only fosters academic achievement but also personal growth, resilience, and a stronger sense of belonging.

Conversely, a lack of confidence can lead to hesitation in asking for support, reluctance to contribute in class, and increased anxiety around assessments or social situations. Over time, this can impact performance, well-being, and their overall university experience.

Learning to touch type can be a key factor in boosting confidence for students with SEN. It provides them with a vital tool for more efficient, accurate, and independent written communication, helping to reduce reliance on support staff and assistive technology. As students master this skill, they often experience a sense of accomplishment and increased self-assurance in their ability to meet academic demands, complete assignments more comfortably, and participate more fully in digital learning environments.