A growing SEND support crisis in schools is limiting teachers’ ability to support children with special educational needs and disabilities (SEND), with large class sizes and staff shortages identified as major barriers to inclusive education across England.
A major survey of more than 10,000 state school teachers reveals widespread concern that the current system is overstretched, under-resourced and unable to meet rising demand, despite ongoing government reform plans.
Large class sizes undermine inclusive education
The findings highlight that nearly nine in ten teachers believe class sizes are too large to provide effective support for pupils with additional needs.
Teachers say overcrowded classrooms make it increasingly difficult to deliver tailored attention, manage diverse learning requirements and ensure all pupils can participate fully.
The SEND support crisis in schools is particularly visible in mainstream classrooms, where teachers are expected to balance the needs of all pupils while accommodating a growing number of children requiring specialist support.
Shortage of support staff worsens pressure
A key factor behind the SEND support crisis in schools is the lack of classroom support staff.
More than 80% of teachers surveyed said insufficient teaching assistants and support staff were a major obstacle to inclusion, limiting their ability to provide one-to-one support for vulnerable pupils.
Without adequate staffing, teachers are often forced to stretch resources, leaving some children without the help they need to succeed academically and emotionally.
In many cases, schools must prioritise the most urgent needs, meaning others fall through the gaps.
Limited access to specialist services delays help
The survey also points to significant delays in accessing specialist services such as educational psychologists, speech therapists and mental health professionals.
Nearly 70% of teachers said the lack of access to these services was a major barrier to supporting pupils with SEND.
The SEND support crisis in schools is further exacerbated by long waiting lists, with some pupils waiting months for assessment or intervention.
Teachers warn that these delays can have serious consequences, particularly for children with complex needs or mental health challenges.
Teachers raise concerns over pupil wellbeing
Educators say the impact of the SEND support crisis in schools extends beyond academic performance to pupil wellbeing.
Reports of children waiting extended periods for specialist support highlight the emotional toll on both pupils and teachers.
Some teachers describe situations where vulnerable students are left without timely intervention, increasing the risk of deterioration in mental health and overall wellbeing.
Lack of confidence in SEND system
Confidence in the SEND system appears to be low among teachers, with only around one in five believing that referring a pupil for assessment will result in appropriate support.
Many educators feel the current system is slow, inconsistent and unable to respond effectively to growing demand.
The survey also indicates that an unsuitable curriculum is a barrier to inclusion, with a large majority of teachers saying it does not adequately accommodate diverse learning needs.
Government reforms aim to expand inclusion
The findings come as the government pushes forward with major reforms to the SEND system, aimed at improving inclusion in mainstream schools.
Under the proposed changes, schools will take on greater responsibility for assessing pupils and developing individual support plans.
The reforms are intended to extend support to a wider group of pupils, including many of the estimated 1.3 million children identified as having special educational needs but without formal education, health and care plans (EHCPs).
Funding plans face criticism
Despite the government’s commitment to invest billions in SEND reforms, critics argue the funding is insufficient to address the scale of the SEND support crisis in schools.
The planned inclusion funding for schools is expected to cover only limited staffing increases, such as part-time teaching assistants, which many believe will not meet demand.
Teachers’ unions warn that without significantly higher investment, schools will struggle to implement the reforms effectively.
Rising demand puts pressure on schools
The number of pupils identified with SEND has increased steadily in recent years, reflecting greater awareness, improved diagnosis and rising mental health needs among children.
This growing demand has placed additional strain on schools, many of which are already dealing with budget constraints and staffing shortages.
The SEND support crisis in schools is part of a broader challenge facing the education system, where resources have not kept pace with increasing needs.
Long-standing challenges in SEND provision
The SEND system in England has faced criticism for years, with concerns over delays, inconsistent support and funding gaps.
Education, health and care plans (EHCPs), which provide tailored support for children with the most complex needs, have been central to the system but are often difficult to obtain.
Recent reforms aim to reduce reliance on EHCPs by expanding support within mainstream schools, but this shift has raised concerns about whether schools are adequately prepared.
Urgent need for resources and workforce support
Experts say addressing the SEND support crisis in schools will require sustained investment in staffing, training and specialist services.
Without these measures, there are concerns that inclusion efforts could place additional pressure on already stretched teachers and schools.
Ensuring that all children receive appropriate support is seen as essential not only for educational outcomes but also for long-term wellbeing and social mobility.
As reforms move forward, the success of the new approach will depend on whether resources match the scale of ambition.