Three-quarters of teachers say SEND system fails children

Nearly three-quarters of teachers (72%) say the current SEND system fails children, yet more than half (56%) expect anticipated reforms to negatively impact SEND pupils with complex needs, according to a survey of 1,023 teachers, carried out by YouGov for technology show Bett.

It also reveals that two-thirds (67%) fear any changes will increase mainstream provision without adequate support.
 
Teachers are split down the middle on whether special needs are being diagnosed correctly. Equal numbers see over-diagnosis (31%) and under-diagnosis (33%) happening simultaneously, with secondary teachers significantly more likely to believe too many children are being labelled as SEND (44% compared to 24% of primary teachers).
 
Two-fifths of teachers (42%) believe disadvantaged pupils are more likely to be incorrectly labelled as SEND, suggesting challenges in distinguishing between learning difficulties and barriers created by disadvantage.
 
With the Government's white paper expected imminently and councils warning of bankruptcy without changes, teacher expectations about likely reforms paint a bleak picture. More than half anticipate negative impacts on SEND pupils with complex needs (56%), moderate learning difficulties (53%), and social and emotional problems (57%).
 
The inclusion dilemma splits teachers' hearts and minds. Nearly two-thirds (64%) see social skills benefits when SEND pupils learn alongside mainstream students, with 71% noting improved empathy in other children.
 
Yet the academic picture tells a different story. More than half (53%) believe SEND pupils' learning suffers in mainstream settings, while almost half (49%) worry about negative impacts on their classmates. Most damaging of all, four in five teachers (80%) admit they struggle to teach SEND students alongside mainstream students in their lessons.

Teacher fears about anticipated reforms centre on capacity. With councils facing collective SEND deficits of £5 billion, teachers suspect changes are driven more by financial desperation than educational vision. Half (50%) worry about reduced funding for mainstream schools, while more than a third (36%) doubt staff will receive adequate training for expanded responsibilities.
 
Current arrangements see 76% of SEND pupils fully integrated into mainstream classrooms, yet teachers are evenly split on whether this serves children well. Three in ten (30%) believe most SEND students would benefit from being educated in specialist schools, while a similar proportion (28%) favour mainstream placement.
 
What teachers want reveals the gulf between policy ambitions and classroom realities. Almost two-thirds (65%) of the teachers polled prioritise additional teaching assistant support, while more than half (58%) want smaller class sizes when teaching SEND pupils. Such practical interventions could improve outcomes immediately, yet they require resources that cash-strapped councils cannot provide.
 
The research also exposes some uncomfortable truths about how the current system operates. Nearly two-thirds of teachers (63%) blame mental health issues being confused with special educational needs for over-diagnosis, while similar numbers (61%) see parents seeking diagnoses primarily to secure exam advantages for their children.
 
Even more troubling, over a quarter (26%) suspect schools are motivated to pursue Education, Health and Care Plans primarily to avoid paying support costs themselves.
 
“The data paints a picture of a profession grappling with impossible choices,” warned Duncan Verry, Portfolio Director at Bett.

“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.”