The Government’s proposed overhaul of the special educational needs and disabilities (SEND) system, affecting roughly one in five children in England, has raised both hope and concern among experts. Educational psychologist Dr Ahmar Ferguson acknowledges the reforms’ ambitious goals but stresses that their success depends entirely on how they are executed.
Key changes introduced in the new SEND white paper respond to longstanding challenges such as rising demand, budget constraints, and prolonged waiting times. Dr Ferguson explains that the reforms focus on earlier intervention, enhanced teacher training, greater autonomy for schools over funding, introduction of individual support plans, expanded specialist advice via an ‘Experts at Hand’ model, and bolstered workforce investment.
This marks a pivotal shift from reactive measures toward systemic, preventative strategies that prioritise children’s long-term emotional security and sense of belonging—outcomes traditionally overshadowed by academic performance metrics. Notably, improving the transition from primary to secondary education is a core component aimed at reducing disruption for SEND pupils.
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Despite cautious optimism, Dr Ferguson warns of potential pitfalls. Without dedicated collaboration time between educational settings, transitions may remain unsettling. Moreover, earlier identification of needs will only translate into better outcomes if sufficient numbers of specialists—such as Educational Psychologists, Occupational Therapists, and Speech and Language Therapists—are available.
Another critical concern is the risk that teachers might be overwhelmed by specialist responsibilities if capacity gaps persist. While increased school control over funding offers flexibility, it also imposes heavier burdens on leaders, who must balance meeting complex pupil needs against financial constraints. Enhanced SEND training is crucial to equip teachers for the realities of neurodiversity, trauma, social communication challenges, and more.
The reforms also spotlight the vital connection between a child’s home environment and educational success. By enabling earlier support for families, the reforms aim to reduce cyclical delays caused by evaluations and referrals. However, if statutory processes are downplayed in favour of internal plans, some parents might feel uncertain about their rights, potentially undermining confidence in the system.
Ultimately, Dr Ferguson cautions that raising expectations without matching capacity will amplify parental frustrations rather than alleviate them. The Government plans to invest an additional £7 billion in SEND provision by 2028/2029 compared to 2025/2026 levels, while existing Education, Health and Care Plans will remain valid until at least September 2030.
The direction is promising, but delivering meaningful change requires adequate resources, clear communication, and genuine collaboration across all levels of the SEND community.