In terms of best practice, the debate concerning SEN and disability sports coaching continues to be a contested area that many believe warrants further investigation (Townsend, Smith, and Cushion, 2015). Alongside this, higher education institutions (HEIs) in the UK continue to develop courses for sports coaches that emphasise reflection as a key component of student learning (Crisp, 2018). Through the use of a qualitative design and method, this study examines the use of a prolonged community engagement programme for UK college pupils with SEN and disabilities as a mechanism within which 25 student‐coaches could facilitate learning and reflection. Of most note, the student‐coaches’ perspectives and reflections on how coaching within the SEN and disability context could ‘accelerate’ their learning is presented.