Across the UK, families, educators and children are feeling the strain of what many now describe as a crisis in Special Educational Needs and Disabilities (SEND) provision. With rising numbers of pupils requiring support and a system struggling to keep pace, it’s time to look honestly at what’s happening, how it affects our children, and what we can do to make things better.

Understanding the Scale of the Problem

The number of pupils identified with SEND has risen sharply over the past decade, with around 1.7 million children in England now recognised as having special educational needs and disabilities, representing nearly one in five school-aged pupils. Of these, almost half a million have anEducation, Health and Care Plan (EHCP) – a legally binding document that identifies the extra support a child needs. Both figures have grown steadily year-on-year.

While this increase partly reflects improved recognition of needs such as autism, ADHD and speech, language and communication difficulties, it also places immense pressure on schools and local authorities. Specialist places in special schools are limited, and most SEND pupils now remain in mainstream classrooms, often without enough dedicated support.

The Human Impact

For families, the SEND journey can be exhausting.Many children face lengthy waits for assessment and support, with some waiting months or even years before needs are formally recognised. When support does arrive, it often falls short of what is needed. Nearly one in five parents report that their child’s school fails to deliver the legally required support set out in their EHCP, with others calling the process “stressful and adversarial”.

The consequences go beyond the classroom. Without adequate support, children with SEND are more likely to struggle socially and emotionally, experience absenteeism or exclusion, or fall behind academically. Mental health challenges are common; lack of early or appropriate intervention can leave children vulnerable and their families stressed.

The System Under Strain

Teachers and support staff are also feeling the pressure. Surveys show that the vast majority of schools report inadequate SEND funding, with many lacking access to specialist staff like educational psychologists and speech and language therapists. This results in classrooms where a single SENCO may be expected to support dozens of pupils, while specialist roles remain unfilled.

Funding shortfalls have hit local councils hard, leaving high-needs budgets in deficit and services stretched. Some authorities now face severe financial challenges as they try to meet rising demand.

What Needs to Change

Despite the challenges, there are solutions — and many already led by committed teachers, parents and charities:

• Early identification and intervention: Spotting needs sooner and providing tailored support reduces the risk of long-term struggles and improves outcomes.
• Sufficient funding: Schools need reliable, long-term funding to employ teaching assistants, SEND specialists, counsellors and therapists.
• Workforce training: All teachers should receive strong, ongoing SEND training so they feel confident supporting diverse needs.
• Inclusive culture: Fostering truly inclusive school environments — where adaptations are normal, not exceptional — helps all pupils thrive.

Conclusion: Prioritising Children’s Futures

The SEND crisis isn’t abstract – it affects real children and families every day. With nearly 1 in 5 pupils now identified with special educational needs, this isn’t a niche issue, it’s a national priority.

Improving SEND provision will take sustained effort, compassion and investment. But if we commit to building an education system where every child feels supported and valued, the benefits will resonate far beyond the classroom — giving our children, whatever their needs, the opportunity to flourish.

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