Teachers have warned that Government plans to reform support for SEND children could actually make the system worse.
A survey of 1,023 teachers found that 67% feared changes to the system would result in more pupils with SEND being taught in mainstream classrooms but without adequate support. And more than half – 56% – expected reforms to negatively impact children with complex needs.
Teachers were surveyed by YouGov for Bett, ahead of Ministers unveiling their future plans, and suggested widespread pessimism in schools about what they will contain.
Nearly three-quarters of respondents – 72% – said the current system failed children and were split on whether special needs diagnoses are being delivered correctly. Secondary teachers were significantly more likely to believe that too many children were being labelled as SEND, with 44% believing this to be true, compared with 24% of primary colleagues.
Roughly equal numbers of teachers saw over-diagnosis, 31%, and under-diagnosis, 33%, happening simultaneously. This “diagnostic chaos” has led to inequalities, with 42% of teachers believing disadvantaged teachers were more likely to be incorrectly diagnosed with a SEND – suggesting challenges in distinguishing between learning difficulties and other learning obstacles.
Pessimism around SEND reforms
The report “SEND in Crisis: What teachers really think about SEND reform” suggests that teachers are pessimistic about the government’s white paper, which is expected imminently. More than half, 56%, anticipate negative impacts on SEND pupils with complex needs, with 53% worried about children with moderate learning difficulties, and 57% about those with social and emotional problems.
They were also split on the effects of inclusion with nearly two-thirds seeing social skills benefits when SEND pupils are taught alongside mainstream students, and 71% noting improved empathy in other children.
What emerges from these findings is not just a system in crisis, but a workforce caught between idealistic policy and practical reality
However, this is not reflected in academic aspects and outcomes. More than half, 53%, thought SEND pupils’ learning suffered in mainstream settings, while almost half worried about negative impacts on their classmates. Most damaging of all, 80% of teachers admitted they struggle to teach SEND students alongside mainstream students in their lessons.
Lack of capacity
Teacher fears about anticipated reforms centred largely on capacity. With councils facing collective SEND deficits of £5 billion, teachers believed changes to be driven more by financial desperation than educational vision. Half worred about reduced funding for mainstream schools, while more than a third doubted that staff will receive adequate training for expanded responsibilities.
Currently just over three-quarters of SEND pupils are fully integrated into mainstream classrooms, yet teachers were evenly split on whether this served children well, with 30% believing they would be better educated in specialist schools, and 28% favouring mainstream placements.
Almost two-thirds of the teachers polled prioritised additional teaching assistant support while more than half, 58%, wanted smaller class sizes when teaching SEND pupils. Such practical interventions could improve outcomes immediately, yet they required resources that cash-strapped councils cannot provide.
Uncomfortable truths
The research also exposed some uncomfortable truths about how the current system operates. Nearly two-thirds of teachers said mental health issues were being confused with special educational needs leading to over-diagnosis, while similar numbers see parents seeking diagnoses primarily to secure exam advantages for their children.
More than a quarter of respondents suspected schools were motivated to pursue Education, Health and Care Plans primarily to avoid paying support costs themselves.
Duncan Verry, Portfolio Director at Bett, said: “The data paints a picture of a profession grappling with impossible choices,” warned.
“Teachers see both over-diagnosis and under-diagnosis happening simultaneously. They recognise the social benefits of inclusion while struggling with its academic realities. They want to help every child succeed but lack the resources to do so effectively.
“What emerges from these findings is not just a system in crisis, but a workforce caught between idealistic policy and practical reality. When four in five teachers find it difficult to teach SEND students alongside mainstream students, we cannot simply dismiss this as resistance to change. These are professionals who entered education to help children learn, and they are telling us the current system is failing both SEND pupils and their classmates.
“Teachers are sounding the alarm. The question is not whether change is needed, but whether we all have the courage to act on what they’re telling us.”
