Is optimism in the SEND crisis too hopeful—or exactly what's needed?

Recently, I had the privilege of speaking on Radio 5 Live about the Education Committee’s new inquiry into the crisis in special educational needs and disabilities (SEND) provision. I briefly shared my thoughts on what could come out of this review and the solutions I believe we need.

During the discussion, another professional agreed with many of my suggestions but expressed a different perspective as they couldn’t share my optimism. For them, the harm already done and the systemic challenges ahead make it hard to see this review as anything other than a potential cost-cutting exercise rather than a real commitment to better support and education.

That conversation made me pause and reflect: Am I naively optimistic? Is it wrong to remain hopeful in the face of such challenges?

After some thought, I’ve decided this: I am ever hopeful of positive changes, and I’m okay with that. Change only happens when people keep fighting for it—and I’m committed to contributing however I can to make the world a fairer, more united, and inclusive place for everyone.

Ahead of the radio segment, I reached out to others with deep personal and professional experience in SEND. Their insights were invaluable, and I wanted to share some key points when it comes to what this review must deliver:

- Better training for everyone involved in SEND provision.

- Stronger collaboration and partnership are needed to ensure that educators, families, and students are truly supported.

- A greater focus on developing well-rounded individuals rather than prioritising box-ticking, which too often leads to mental health difficulties in students.

- Suitable provisions for students without academic learning disabilities but with social and emotional difficulties that make thriving in standard classrooms challenging.

- An in-depth exploration of why so many children with SEND are being taken out of school and home-educated, along with solutions to mitigate the negatives that sometimes go along with this. Perhaps a more hybrid approach to teaching SEND students could be part of the answer.

- Increased funding, used more effectively, for both mainstream and specialist education provisions.

What do you think? Do you think there’s room for optimism? What do you hope this review will address—or fear it might overlook?

Let’s keep the conversation going. Together, our collective voices can help shape the change we want to see.

https://committees.parliament.uk/committee/203/education-committee/news/204487/solving-the-send-crisis-education-committee-launches-major-inquiry/