8 October 2025

Following a YouGov survey of more than 1,000 teachers, the education technology exhibition Bett UK has produced a report exploring the potential impact of SEND reforms on teachers and their pupils. In the context of the upcoming Schools White Paper, the findings show that most teachers expect SEND reforms to negatively affect pupils, parents and schools.

Teachers believe that reforms will be a “lose-lose” situation for both SEND and non-SEND pupils. Hearing this directly from teachers – who navigate between parents, pupils and local authorities – reinforces our call that any reforms to the SEND system must not reduce children’s existing rights to special educational provision that meets their needs.

Funding is a key concern

Many of the concerns raised in the report revolve around funding. Around a quarter of teachers (26%) said that Education, Health and Care (EHC) plans are encouraged as a means for schools “to avoid paying support costs themselves”. Local authorities are also under financial pressure, of course:  but the answer to this is not to call for a change in the law but to demand that schools and local authorities receive the funding they need to fulfil their responsibilities to children and young people.  As we continue to state, the cost to children and parents is much higher than the cost to public bodies.

Some persistent misconceptions

The overall findings of the report support retaining the SEND legal framework – something we’re urgently calling for with our joint campaign, Save Our Childrens Rights. However, it should be noted that there are opinions in this report as well as facts. For example, “63% [of teachers] cite mental health issues being confused with SEND, while 61% believe parents and students seek diagnoses primarily for examination accommodations.” The evidence for this is limited - the reality is one of desperation and burn-out in parents trying to get their child the support they need and are entitled to. Furthermore, mental health issues can become a special educational need if these affect a child’s education, in the same way as other illnesses or health conditions.

Teachers also express concern that EHC plans can incorrectly assign students with “permanent labels” which feeds into an unhealthy belief that having SEND is a negative attribute.  There also seems to be a lack of understanding that EHC plans are only ever provided to those who need them, and they are not an easy thing to obtain - fighting for an EHC needs assessment, the first step to getting an EHC plan, is a common reason for parents to contact IPSEA’s advice services or to appeal to the SEND Tribunal. It is crucial that teachers understand the fundamentals of SEND law to actively support children and young people and avoid discrimination.

Don’t reform the SEND system – make it work as it should 

While the report reveals some alarming misinformation about SEND provision, it ultimately states that teachers do not want to see major reforms to the SEND system - they fear that this would ultimately lead to a negative effect on children’s education. Instead, they say what’s needed is more training and more funding to ensure that schools and local authorities can provide the support children need. 

Download the full report ‘SEND in crisis: What teachers really think about SEND reform’ on the Bett UK website.  

 

About the author

Laura is a training coordinator for IPSEA, ensuring anyone who wants to sign up for a training day finds what they’re looking for and has a great experience. With a background in educational policy and campaigning, they also assist the Policy Team in research and administration. Their interest in policy and the law started while studying art history, where they specialised in art as a means of protest. Laura has experience working with children with SEND and lives with a physical disability. In their spare time, they enjoy computer gaming, playing DnD and reading historical fiction. 

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