Children in England are facing significant disparities in the identification of their special educational needs, a recent study by the Education Policy Institute (EPI) reveals. The research sheds light on the various factors that influence how students are recognized for their needs, highlighting a concerning trend that leaves certain groups at a higher risk of being overlooked.
Educational Disparities Unveiled
According to the EPI report, children attending academies, particularly in heavily academised areas, are less likely to be identified as having special educational needs compared to those in schools maintained by local authorities. This revelation points to a potential issue with under-identification or a different approach to meeting needs within academy settings. The data suggests that there may be fewer students with special needs enrolling in academies, leading to a discrepancy in identification rates.
Moreover, children facing language barriers or frequent absences due to illness are also less likely to be identified with special educational needs. The report underscores the challenges faced by these students, whose needs may not be as visible in a traditional school setting. Additionally, girls are less likely than boys to be identified with social, emotional, and mental health needs in secondary school, despite similar rates of behavioral or emotional disorders.
Jo Hutchinson, Director for Send and Additional Needs at the EPI, emphasizes the importance of addressing these disparities, stating, “Our research has confirmed the existence of the long-suspected lottery for Send in primary and secondary schools in England and pinpointed several groups of children who are at elevated risk of missing out on support.”
Call for Reform
The study also highlights a concerning trend of “rationing” of support for children with special educational needs. While students in deprived neighborhoods have a higher likelihood of being identified with Send, those who come from less disadvantaged backgrounds are more likely to receive recognition. This disparity underscores the need for a more equitable system that ensures all children receive the support they require.
Daniel Kebede, General Secretary of the National Education Union, raises concerns about the denial of educational opportunities for students with special needs. He calls for urgent government intervention to address the barriers that prevent these students from accessing the support they need to thrive.
Arooj Shah, Chair of the Local Government Association’s board for children and young people, urges the government to prioritize reform of the Send system in the upcoming spending review. She emphasizes the need for a comprehensive national framework for Send and the establishment of local inclusion partnerships to facilitate better collaboration between schools, councils, and health services.
In conclusion, the disparities in special needs identification highlighted by the EPI report underscore the importance of creating a more inclusive and supportive educational environment for all students. By addressing these issues and implementing reforms to ensure equitable access to Send support, we can create a more inclusive education system that meets the diverse needs of every child.