The failure of the special educational needs system in the UK is having far-reaching impacts on the development and education of all children, not just those with additional needs, experts caution. Psychologists and teachers are sounding the alarm that inadequate support and resources are setting entire classrooms of students back by years.
A System in Crisis
According to a recent report, an estimated 1.2 million children in the UK who require additional educational support are not meeting the threshold for an education, health and care plan (EHCP). This leaves schools scrambling to meet their needs without sufficient resources or specialist staff.
We will not solve our special educational needs crisis until we solve our education system crisis more widely,
– Dr. Helen Care, Clinical Psychologist
Dr. Care argues that unrealistic expectations, policies focused on behavioral management over child development, and an overemphasis on discipline are resulting in an increasing number of children struggling to cope in school. She sees young people every day who are overwhelmed by the demands placed on them.
False Economies
Helen Kinsey, a special education needs teacher in London, explains that the lack of Send training and resources affects far more than the individual children who need support most urgently:
- Parents’ ability to work is impacted
- Siblings’ mental health suffers
- Teachers’ workload and wellbeing declines
- Education of classmates is disrupted
Kinsey warns it is a false economy not to invest in supporting society’s most vulnerable children. The disruption from even one inadequately supported student with special needs takes considerable teacher time, undermining the learning of the entire class.
Accountability Gaps
Andrew Seber, an education expert, traces the roots of the crisis back decades to reforms that fragmented school systems and reduced local accountability. The steady erosion of LEA oversight in favor of academy freedoms has left concerning gaps, he argues.
Schools are public services and are there to meet the needs of all children; without a whole-service framework there can be too many gaps for children to fall through.
– Andrew Seber, Education Expert
Without a robust system of support services like educational psychologists, schools are struggling to cope with the rising numbers of students with additional needs. This is evidenced by the sharp increase in suspensions and exclusions among primary-age children in recent years.
Re-envisioning Education
Dr. Care believes it’s time to step back and fundamentally re-examine the purpose of the education system. Are schools simply places to instill obedience, where some will succeed but many will crumble under the pressure? Or can they become environments where both teachers and students have the opportunity to thrive, develop a love of learning, and reach their full potential?
Seber concurs, calling for a renewal of vision for education as an integrative public good serving the needs of every child. While some LEAs historically underperformed, many had effective, holistic systems in place. In his view, the goal should have been to improve the existing structures, not allow them to fragment through policies elevating school autonomy over coherent local provision.
As the special educational needs crisis reaches a breaking point, it’s clear that piecemeal solutions will no longer suffice. Experts are unanimous that wide-reaching, systemic reforms are urgently needed to ensure all children receive the support they need to learn, grow and prosper both in school and beyond. The future of an entire generation hangs in the balance.
