Teachers express fears about forthcoming SEND reforms

Teachers have expressed “overwhelming pessimism” about proposed special educational needs and disabilities (SEND) reform in a new survey, with concerns far outweighing hopes across every aspect of the system.

A nationally representative survey of 1,023 teachers, conducted by YouGov on behalf of Bett, the annual education technology exhibition, suggests that policymakers seeking to build professional support for change will face significant challenges when their Schools White Paper is published this autumn.

Only one in ten teachers (10%) believes that the current SEND system works well for children. Yet, more than half anticipate negative impacts of reform on pupils with SEND who have complex needs (56%), moderate learning difficulties (53%), and social and emotional problems (57%).

Two-thirds (66%) expect reforms to have a negative impact on mainstream school teachers, compared to just 7% anticipating positive outcomes. In addition, almost half (48%) expect adverse effects on non-SEND pupils too, compared to only 7% anticipating benefits.

Mainstream provision for SEND pupils

Currently, the vast majority of SEND pupils in mainstream schools are taught through full integration, with 76% in the same classroom as other students. However, teachers are deeply divided about whether this is the right approach, with 30% believing most SEND students should be educated in special schools compared to 28% who favour mainstream provision.

The dominant fear expressed by teachers in the survey centres on capacity and support. Two-thirds of teachers (67%) worry about more pupils with SEND entering mainstream schools without sufficient support – by far the most significant concern raised.

Financial concerns rank second, with half of teachers (50%) fearing reduced funding for mainstream schools to support SEND pupils, and more than a third of teachers (36%) believing staff are not adequately prepared for increased SEND responsibilities. This training gap becomes critical if mainstream schools are expected to serve pupils who have been previously educated in specialist settings.

In addition, nearly two-thirds of teachers (63%) blame mental health issues being confused with special educational needs for overdiagnosis. In comparison, similar numbers (61%) see parents seeking diagnoses primarily to secure exam advantages for their children.

An interesting statistic from the report, given the recent press about retaining the legal rights of children with SEND, is that over a quarter of teachers (26%) suspect schools are motivated to pursue education, health and care plans (EHCP) primarily to avoid paying support costs themselves.

A rise in EHCPs

The damning survey follows a new report from the Institute for Fiscal Studies (IFS), which found that one in twenty (5.2%) pupils aged under 16 in England have an EHCP, which has almost doubled (from 2.7%) over the last decade.

The IFS added that under current projections, there will also be an extra 220,000 children and young people with EHCPs by 2029.

The findings, from a new chapter from this year’s IFS Green Budget, funded by the Nuffield Foundation, also suggest that growth in the number of children receiving support relating to autism and attention deficit hyperactivity disorder (ADHD) can explain much of the rise in EHCPs.

The number of children with EHCPs for autism spectrum disorder has almost tripled from 54,000 in 2015 to 149,000 in 2025, accounting for 40% of the total increase in EHCPs. The number of children with EHCPs for ‘social, emotional and mental health needs’, which includes ADHD, has also more than doubled, from 28,000 to 71,000.

SEND has not kept pace with changing needs

Mark Franks, Director of Welfare at the Nuffield Foundation, said: ‘The current system for supporting and funding children with additional needs is fragmented and hasn’t kept pace with the changing needs of the population. As demand and costs continue to rise, there is a strong case for holistic review of the system to ensure resources are directed where they are needed most and can achieve the greatest benefit, in a situation where significant constraints on the public finances will remain.’

IPSEA, a leading SEND law charity, however, said that children and young people with SEND, and their families, are not to blame for the current SEND crisis and the system they find themselves in. There is a robust legal framework that clearly outlines how schools and local authorities should identify and meet the special educational needs of children and young people, and support them to achieve the best possible outcomes.

It also added that children’s special educational needs will not disappear simply because someone decides they cost too much to meet.

“This IFS report also fails to recognise the cost – to children and young people themselves, to their families and to society as a whole – of not providing support when it is needed. This is something the Government must consider in any reforms to the SEND system,” the charity said.

Alison Bloomer

Alison Bloomer is Editor of Learning Disability Today.

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