Growing Crisis in UK Schools: One in Three Parents Seek Special Needs Assessments

Published: 16 September ‘2025. The English Chronicle Desk

A new nationwide survey has revealed the depth of a crisis facing schools and families in the UK, with one in three parents reporting that they have sought a special needs assessment for their child. The figures, released amid intense debate over the future of special educational needs (SEN) provision, highlight the mounting strain on a system already struggling with rising demand, long delays, and widespread shortages in dedicated school places.

The survey, commissioned by the parent-school charity Parentkind and conducted by YouGov, questioned more than 5,800 parents across the country. It found that 33% of parents with school-aged children had asked for an assessment for possible SEN, with the figure rising slightly higher in England at 34%. These assessments are often the first step towards securing an Education, Health and Care Plan (EHCP), a legally binding document that sets out the specific support a child requires.

The findings reflect a broader trend. Government data shows that nearly one in five children in England is currently identified as having special educational needs, including 482,000 who have EHCPs. Over the past decade, diagnoses of conditions such as autism, ADHD, and speech and language difficulties have soared, with professionals noting particularly sharp increases in the years following the Covid-19 pandemic. Speech disorders, social communication difficulties, and emotional health issues have all risen markedly since 2020, placing unprecedented pressure on schools, councils, and families.

Jason Elsom, chief executive of Parentkind, said the results were a damning indictment of the current system. “Despite the best efforts of our schools, hundreds of thousands of families are hurting because our SEN system is broken,” he said. “Families should not have to wait months or years to receive the support they so desperately need. Our measure as a society should be the way we treat our most vulnerable, and this should weigh heavily on our shoulders.”

Parentkind, which works with more than 24,000 parent-teacher associations and school parent councils across the UK, warned that the backlog in assessments is leaving families in limbo. According to the survey, half of parents who sought an assessment said their child had been evaluated by the school. The other half were either still waiting or had been forced to pay for a private assessment. A quarter of those waiting reported delays lasting more than a year.

For many families, the consequences extend far beyond the classroom. Fifteen percent of parents said they had given up work entirely to care for their child, while another 20% said they had to take significant time off. Financial pressure is a recurring theme, with a third of parents of SEN children reporting strain from additional costs, ranging from therapy sessions to specialist equipment. The toll on mental health is also stark: 40% of respondents said they had experienced anxiety, stress, or depression linked to the challenges of supporting their child.

The Institute for Fiscal Studies (IFS) recently described the increases in special educational needs and disabilities (Send) diagnoses in England as “staggering,” attributing the rise not only to growing awareness and improved recognition but also to long-standing unmet needs that were “always there” but often overlooked.

The survey’s findings come at a politically sensitive time. Education Secretary Bridget Phillipson has confirmed that the Department for Education (DfE) will publish a white paper on SEN reform later this year. Early indications suggest that the government will seek to expand provision within mainstream schools, while encouraging the creation of specialist units embedded within them. Officials say the goal is to provide earlier and more inclusive support, rather than relying heavily on separate special schools.

However, parents and campaigners remain sceptical. Many fear that the reforms could reduce access to EHCPs, effectively narrowing the pathways to legally guaranteed support. Earlier this week, a rally was held outside Parliament by parents, advocacy groups, and educators demanding greater investment and a clear commitment to protecting EHCPs.

Campaigners argue that the current crisis is not simply the result of policy gaps, but also of chronic underfunding. The shortage of specialist teachers, educational psychologists, and dedicated school places has left councils across the country struggling to meet legal requirements. In some cases, children with EHCPs have been forced to wait months for placements, or have been offered places miles away from their homes.

The Department for Education acknowledged the scale of the challenge but stressed its commitment to reform. A spokesperson said: “This government inherited a Send system left on its knees – which is why we are listening closely to parents as we work to improve experiences and outcomes for all children with Send, wherever they are in the country. Our starting point will always be improving support for children.” The department also pointed to ongoing investment in training more specialist staff and expanding school capacity, although critics argue that current funding commitments fall far short of what is needed.

As the debate intensifies, the stakes for families could not be higher. For parents, the survey provides statistical confirmation of what many already know through lived experience: that navigating the SEN system can be a battle marked by waiting lists, financial sacrifices, and emotional strain. For children, the consequences of delayed assessments and inadequate support can mean lost opportunities, missed development milestones, and long-term impacts on education and wellbeing.

The political and moral questions raised are equally pressing. Should the government prioritise inclusivity within mainstream schools, or invest more heavily in separate specialist provision? How can local authorities balance rising demand with finite budgets? And, most crucially, how can the system be reshaped to ensure that children with additional needs are not treated as an afterthought?

For now, what remains clear is that families across the UK are carrying much of the burden of a system under strain. The Parentkind survey has put numbers to a growing crisis that many teachers, health professionals, and campaigners have long warned about. Whether the forthcoming reforms will ease the strain or deepen the uncertainty will depend on the government’s willingness to pair structural change with significant new investment.

Until then, for the one in three parents now seeking assessments and the millions of children whose futures depend on timely and effective support, the struggle for recognition and resources continues.