We want the best for our children – but why can’t we all pull in the same direction?

In my career, I’ve worked in mainstream schools, specialist provisions, and across all age groups. I’ve taught thousands of children, across numerous subjects. As I transitioned from teaching to consulting for local authorities (LAs), I’ve had a unique opportunity to view the education system from a strategic angle. What I’ve observed is concerning: despite the best intentions, special educational needs and disabilities (SEND) provision is under strain, and the challenges continue to grow.

There’s increasing frustration across schools, local authorities, and families. Everyone wants the best for children, but various pressures are making it harder to meet the needs of students with SEND. Here are four key issues contributing to the crisis:

Growing class sizes, declining communication. Classrooms are overcrowded, and teachers are tasked with managing more students, including those with SEND. As a result, communication between schools and parents or carers is suffering. Parents’ evenings can be rushed, emails left unanswered, and teachers can avoid engagement – not due to a lack of care, but because they’re overwhelmed. How can teachers support every child when resources are stretched so thin?

Teacher burnout. Teachers are burning out, particularly when managing students with complex needs. Unlike in countries such as Canada and Norway, where teachers receive therapeutic support, UK educators are often left to cope alone. Without support, we risk losing passionate teachers, which ultimately harms students with SEND.

Children are changing, but schools can’t keep up. Today’s children face increasing pressures from social media, gaming, and mental health issues. Schools are struggling to adapt to these shifts. The rise in anxiety, and issues like emotionally based school non-attendance (EBSNA), highlights a disconnect between students’ needs and schools’ ability to meet them. Traditional school environments simply aren’t designed for this new generation.

Growing awareness, but lack of expertise. As complexity of need and awareness of SEND – especially neurodivergence and social, emotional, and mental health (SEMH) – grows, the demand for support increases. While best practices exist, many schools lack the resources and expertise to implement them. Teachers are overwhelmed, and parents are often left feeling let down when adequate support is unavailable.

So, what’s going wrong?

Despite the dedication and kindness of those working in SEND, the system is failing. While there are pockets of excellence, particularly in primary schools and specialist settings, implementing sustainable SEND practices at secondary schools is challenging. The ‘golden ticket’ for SEND funding has become the Education, Health and Care Plan (EHCP), but this is a short-term fix rather than a long-term solution.

Schools and local authorities are so often at odds: with SEND leaders in LAs criticising schools for their lack of inclusivity, and school leaders blaming funding cuts and lack of LA support. Meanwhile parents are caught in the middle, frustrated by the lack of support for their children.

This is resulting in what many now call a ‘lost generation’ of children – those who are being failed by the system. With 40% (and rising) of children needing SEND support at some point in their lives, it’s time to ask: how do we fix this?

The call for reform

Unless changes are made, nearly half of local authorities are at risk of becoming effectively bankrupt in around a year when the Designated Schools Grant (DSG) statutory override is scheduled to expire. There’s a growing national call for urgent action, with mainstream schools expected to take the lead, and we are awaiting a clear plan.

We are at a very specific point in time where we have an opportunity to rethink what inclusive education should look like. A starting point? Schools must be supported to invest time in better understanding each student’s needs and tailoring support accordingly. All children should have support that changes and evolves according to their individual needs and circumstances. This can only be achieved with a truly collaborative approach, something that we at IMPOWER know all about.

At IMPOWER, we work with our partner LAs, their schools and settings to bring everybody together, defining an inclusive ambition which maximises outcomes. Our unique approach to working at the front line is what sets us apart from more traditional consultancies. We work directly with professionals, children and families and listen, learn and support evolving practices that get everybody working towards a shared goal, always keeping the child at the centre.

One example of this is our Valuing SEND (VSEND) approach, which is a simple, visual way of bringing together a setting’s readiness to meet children’s needs, a view of child’s individual needs, and the confidence of the home environment to support the child. This fuels transformative conversations that enable improved support for children as well as informing strategic decision making. I have been working with a range of LAs to introduce VSEND across the country over the last 18 months and have witnessed first-hand how much better a child’s experience can be, when everybody starts working together.

It won’t be easy, and there is no quick fix, but now is the time for change. This has to be the time that we strategically agree to take a stand. Let’s stop pulling in different directions. Let’s unite – for the good of the children and families we serve.

Please get in touch if you would like to find out more about our work in children’s services and how we could support your local authority.