Once again, Special Educational Needs and Disabilities (SEND) is in the news, as the National Audit Office (NAO) has published a scathing report exposing the deep cracks in a system meant to support some of the most vulnerable young people in society.

According to the NAO, the SEND framework is strained to the breaking point, leaving children, young people, and their families frustrated and underserved. Despite record spending of £10.75 billion annually by the Department for Education (DfE), outcomes remain stubbornly poor, with just 69% of young people with SEND in education, training, or employment at the end of Key Stage 4, compared to 85% for their peers.

The situation, described in almost apocalyptic terms, reveals financial instability on an unprecedented scale. SEND-related debt is soaring, with local authorities facing a £2 billion combined deficit.

Nearly half of councils are reported to be teetering on the edge of insolvency due to the demands of SEND funding. While some critics might call for more prudent management, it's worth noting that adult social care costs, which form a much larger part of local budgets, do not generate similar alarm despite their ongoing escalation.

Words like “unsustainable” and “urgent” appear throughout the NAO report, underscoring the sense of crisis that has long been simmering but now threatens to boil over.

Misaligned Responsibilities: A System in Conflict

A fundamental flaw in the current SEND system lies in its mismatched priorities and responsibilities.

Local authorities are required to identify and meet the needs of children with SEND, yet they lack the authority to influence critical players like schools and healthcare providers effectively.

Moreover, councils must provide support despite diminishing budgets, a requirement that essentially forces them into a corner. When resources don’t align with responsibility, it’s not hard to see how councils might feel pressured to downplay or even deny needs simply to manage costs.

This dynamic creates a conflict, one that’s deeply embedded in the SEND system itself. As a result, families often find themselves in adversarial battles with councils, fighting for the services that their children are entitled to but that the system is increasingly unable to provide.

Mainstream Education and the Inclusion Dilemma

The push toward inclusion in mainstream schools, a laudable goal on paper, becomes problematic when it’s pursued without addressing the underlying issues within the broader education system.

Large class sizes, a rigid curriculum, and a relentless focus on behaviour 'management' are not conducive to effective SEND support.

When these obstacles are left unaddressed, inclusion risks becoming little more than a buzzword, leaving children with SEND struggling in environments that are simply not equipped to meet their needs.

While building more specialist schools is an essential step, it’s not a solution on its own.

There’s a glaring gap in provision for children who are academically able but find mainstream settings overwhelming, such as those with autism or ADHD. The rise in Elective Home Education (EHE) reflects this gap, as parents increasingly turn to home education due to a lack of suitable options within the state system.

Rethinking the Narrative: SEND as an Asset, Not a Problem

The NAO suggests starting with a closer examination of why so many more children are now being identified with SEND. While understanding the increase is important, framing the existence of these children as a “problem” to be solved misses the bigger picture.

We don’t look at rising adult care needs and question why so many people are aging; we simply accept the need for support as a fact of life. In the same way, focusing solely on the growing numbers in SEND risks reducing children to statistics rather than viewing them as individuals who deserve support and respect.

Instead of fixating on ways to reduce the number of learners with SEND, we need to shift the conversation.

The question shouldn’t be about how to minimize the “burden” of SEND but how to ensure that every learner, regardless of their needs, receives the support they deserve.

A New Direction: From Crisis Management to Genuine Support

To create a system that works for all, we need to embrace a transformative approach. The goal must be to reshape our understanding of SEND support, emphasizing inclusivity that adapts to the needs of learners instead of forcing them into rigid structures. This means not only expanding specialist provisions but also fundamentally rethinking mainstream education to make it truly inclusive. Furthermore, we must develop a system where local authorities, schools, and health providers work together rather than at odds, each playing a collaborative role in meeting SEND needs.

This is not an “issue” to be managed out of existence; it’s a need that must be met with respect, commitment, and real, actionable change.

For the 1.9 million young people with SEND who rely on this system, we must go beyond temporary fixes and build an approach that values, includes, and genuinely supports every learner.

To read the full report - click here