A recent study conducted by the Education Policy Institute (EPI) reveals significant disparities in how children in England receive support for special educational needs and disabilities (SEND), highlighting a concerning trend of some pupils being less likely to have their needs identified. The report delves into the factors contributing to this variation, such as school type, socioeconomic background, school absence rates, and the challenges faced by certain groups of children, all of which play a role in whether or not special educational needs are recognized and addressed.
Parents of children with special educational needs have long recognized that access to appropriate support is inconsistent and often depends on factors beyond the child’s condition. The EPI’s research, which focused on cohorts of 600,000 children as they progressed through primary and secondary school, suggests that some groups of children are at a heightened risk of having their SEND not identified. The study underscores the systemic disparities within the current educational system, shedding light on specific groups that are more likely to miss out on crucial SEND support.
School Type and SEND Identification
One of the major findings of the EPI report is that pupils attending academies are less likely to have their special educational needs identified compared to children in schools maintained by local authorities. This trend is particularly prevalent in heavily academised areas, where schools often have greater autonomy and may be less transparent in identifying and supporting children with SEND. The reasons behind this could range from fewer SEND pupils enrolling in academies, to the possibility that academies are successfully meeting the needs of these students without formally identifying them as requiring SEND support. While some academies may offer effective interventions, the lack of formal identification can result in these children not receiving the necessary resources and accommodations they are entitled to.
The discrepancy between academies and local authority-maintained schools highlights the challenges posed by the growing academisation of schools in England. As more schools transition to academies, the variation in the quality and availability of SEND support has become more pronounced. This raises important questions about whether the push for more academies is inadvertently creating a system where children with SEND are at risk of being overlooked.
The Role of Language Barriers
Another significant finding of the report concerns children whose first language is not English. Pupils with language barriers are also at a higher risk of having their SEND needs missed. This is particularly concerning because language barriers can often mask underlying cognitive or emotional disorders. Children who are struggling with their language skills may have their academic or behavioral difficulties attributed to their lack of proficiency in English rather than being properly assessed for potential special educational needs. As these children move through the school system, their needs may remain unidentified, leading to missed opportunities for support that could help them succeed academically and socially.
Language barriers are an issue that requires particular attention, especially in diverse areas with high numbers of children from non-English-speaking backgrounds. The failure to recognize SEND in these students can have long-term consequences for their educational outcomes and mental well-being.
Absenteeism and School Moves
The study also highlights that children with high levels of school absenteeism or frequent school moves are less likely to have their SEND identified. When students miss significant amounts of school due to illness, family issues, or other reasons, they may not have the consistent attendance required for teachers and staff to notice and assess their needs. Similarly, children who experience frequent school moves may not be in one place long enough for educational professionals to fully understand their needs and provide appropriate support. This lack of continuity in their education often results in delayed or missed diagnoses of SEND, further exacerbating the challenges these children face.
It is important to note that children in this category often face complex and compounding issues, such as unstable home environments, financial hardships, or mental health challenges. These children are more likely to slip through the cracks of the system, with their needs going unnoticed and unsupported.
Gender Disparities in SEND Identification
Another critical finding of the report concerns gender differences in SEND identification. Girls are less likely than boys to be identified with social, emotional, and mental health needs, despite having similar chances of experiencing these conditions. This gender disparity is particularly pronounced in secondary schools, where the emotional and behavioral needs of girls are often overlooked or misinterpreted. While boys are more likely to display outwardly disruptive behavior that attracts attention, girls may internalize their struggles, leading to them being less visible to teachers and staff.
The failure to identify mental health and emotional issues in girls can have significant implications for their well-being. Without the proper support, these issues can worsen over time, affecting academic performance, social relationships, and mental health outcomes.
Disadvantage and SEND Identification
The report also highlights the role that socioeconomic factors play in SEND identification. Children from more disadvantaged backgrounds, particularly those living in high-deprivation areas, are more likely to be identified with special educational needs. However, even within these areas, there are disparities. Children from less disadvantaged families, whose parents are more able to advocate for their needs, are more likely to have their SEND recognized and addressed. This creates a “lottery” system where children’s chances of receiving support are not based on their actual needs but rather on their socioeconomic status and the ability of their families to navigate the system.
This finding underscores the importance of having a fair and equitable system for identifying and supporting children with SEND, regardless of their background. The fact that children from more affluent families are more likely to receive support than their disadvantaged peers is a clear indication of systemic inequality in the education system.
The Need for Reform
The EPI’s findings underscore the urgent need for reform in the SEND system in England. Jo Hutchinson, the director for SEND and additional needs at the EPI, pointed out that the research has confirmed the long-standing suspicion that SEND provision in schools is a “lottery,” with certain groups of children being more likely to miss out on support. She emphasized the need for greater recognition of the challenges faced by children who are less visible in school due to frequent absences, school moves, or language barriers.
Daniel Kebede, the general secretary of the National Education Union, echoed this sentiment, highlighting the issues faced by children attending academies, where SEND support is often inadequate. He called for the government to urgently investigate why many academies are refusing to admit SEND students or suggesting that their needs could be better met elsewhere. This denial of access to appropriate education is a denial of equal educational opportunities for children with SEND, and it must be addressed as part of broader educational reforms.
Arooj Shah, the chair of the Local Government Association’s board for children and young people, also called for a national framework for SEND to be established. She stressed that reforms should focus on boosting inclusion in mainstream schools, early years settings, and colleges, ensuring that these institutions have the capacity and expertise to meet the needs of children with SEND. Additionally, she recommended the creation of local inclusion partnerships to facilitate more effective assessments, commissioning, and collaboration between schools, local authorities, and health services.
The Education Policy Institute’s report has shed light on the inequalities and disparities in SEND provision across England, particularly highlighting groups of children who are at risk of having their needs overlooked. Whether due to school type, socioeconomic status, language barriers, or gender differences, these children are facing a system that often fails to recognize and address their special educational needs. To ensure that all children receive the support they need to thrive, significant reforms are required. This includes better integration of SEND support across schools, improved identification processes, and greater focus on inclusion and accessibility for all students. If left unaddressed, these disparities will continue to create educational inequities and social divides, undermining the potential of a generation of children who deserve the opportunity to succeed.
