Will the New SEND Reforms in England Work? Public Opinion

Published: 25 February 2026 . The English Chronicle Desk. The English Chronicle Online

England’s long‑awaited reforms to the special educational needs and disabilities (SEND) system have sparked intense public debate as schools, parents and professionals weigh the potential impacts. The changes, introduced this year by the Department for Education, aim to address chronic delays in support, inconsistent provision across regions and rising demand. However, concerns remain about funding, implementation capacity and whether the reforms will truly meet the needs of children and young people with SEND.

SEND reforms have been a policy focus for successive governments after repeated criticism that the existing system failed many families. Traditionally, children with complex needs have been supported through Education, Health and Care Plans (EHCPs), legal documents outlining statutory support obligations for local authorities. Many parents have reported long waits for assessments, difficulties securing appropriate placements and bureaucratic hurdles that delay vital services. The new reforms aim to streamline planning processes, increase accountability and establish clearer outcomes for young people.

Under the revised framework, local authorities are required to develop combined education, health and care (EHC) delivery plans that are more integrated and outcome‑focused. Additional duties include earlier identification of needs, shared leadership between agencies and strengthened parental involvement at every stage of decision‑making. The reforms also emphasise post‑16 transition planning to support young people into employment, further education or independent living.

Proponents argue these changes acknowledge systemic shortcomings and shift the SEND system toward a more holistic model. Teachers and SEN coordinators have highlighted the potential benefits of unified planning, asserting that clearer communication between health, education and social care could reduce delays and improve consistency. Several advocacy groups have welcomed the emphasis on outcomes as a means to focus attention on meaningful progress rather than procedural compliance.

Nevertheless, many parents remain sceptical about whether the reforms will deliver tangible improvements. A frequent concern is funding. Despite government assurances of additional resources, some families and educators say promised investment is insufficient to meet rising costs associated with specialist support, therapeutic interventions and tailored placements. Without adequate funding, critics warn, local authorities may struggle to fulfil expanded duties.

Another point of contention is workforce capacity. SEND provision relies on specialist teachers, therapists and support staff already in short supply across many regions. Educators argue that additional training and recruitment are needed to ensure the workforce can implement integrated plans effectively. Without this, the reforms risk adding new requirements without the capacity to deliver them.

Parents who have navigated the SEND system for years express mixed views. Some welcome the principle of earlier intervention and better coordination, believing that a collaborative approach could reduce stress and delays. Others are concerned that the reforms do not sufficiently address regional disparities, leaving families in areas with limited services at a continued disadvantage. For many, clarity on how progress will be measured and enforced is a central issue.

The government has emphasised its commitment to rigorous monitoring and evaluation. New performance indicators will require local authorities to report on outcomes such as school attendance, attainment and successful transitions into post‑16 life. The Department for Education asserts that transparent reporting will help identify where improvements are working and where further support is needed.

Experts in education policy caution that reforms of this scale take time to become fully embedded. Previous initiatives have shown that upfront implementation challenges are common, especially when multiple agencies must align practices. However, supporters of the reforms argue that a long‑term perspective is essential and that initial hurdles should not obscure the potential for systemic improvement.

Public consultation on the changes continues, with forums and surveys giving families and professionals the opportunity to voice their experiences and priorities. Many parents have shared their stories, describing both the frustrations of the old system and their hopes for better support. Their input highlights the varied and complex nature of SEND needs and underscores the importance of responsive policy design.

Ultimately, whether the new SEND reforms will work depends on effective funding, robust accountability and sustained commitment across sectors. The policy shift reflects recognition of longstanding problems, but its success will be judged in the lived experiences of children, families and educators in the years ahead.

Read More At>>