The number of children and young people receiving support for special educational needs and disabilities (SEND) in England has reached a new record high, highlighting the growing pressures facing schools, local authorities and the wider education system.
New government data reveals that the number of pupils supported through Education, Health and Care Plans (EHCPs) increased significantly between January 2025 and January 2026, marking the largest annual rise since the framework was introduced more than a decade ago. The figures underscore the escalating demand for specialist educational support and come as the government advances plans for substantial reforms to the SEND system.
According to the latest statistics, the number of children and young people with EHCPs rose by 12.5% over the 12-month period, taking the total number of active plans beyond 700,000 for the first time. More than 110,000 new EHCPs were issued during 2025 alone, reflecting a continued increase in the number of families seeking additional educational support for children with complex needs.
Growing Demand Places Pressure on SEND Services
Education, Health and Care Plans are legal documents designed to ensure children and young people with significant special educational needs receive tailored support. The plans can provide access to specialist teaching, therapeutic services, educational adjustments and additional resources that may not ordinarily be available through mainstream school provision.
The sharp rise in EHCP numbers has intensified concerns about the capacity of local authorities and schools to meet growing demand. The latest figures also indicate that fewer than half of EHCPs were issued within the statutory 20-week timeframe, suggesting that delays remain a significant challenge across many areas.
The increase represents the highest year-on-year growth since EHCPs replaced Statements of Special Educational Needs under reforms introduced in 2014. Education experts argue that the trend reflects both rising awareness of neurodevelopmental conditions and increasing demand for specialist support within schools.
The Department for Education (DfE) acknowledged the scale of the challenge, stating that the figures demonstrate the pressures inherited by the current system. The department highlighted ongoing investment aimed at strengthening support within mainstream education settings and improving outcomes for pupils with additional needs.
More SEND Pupils Attending Mainstream Schools
The latest data also shows a substantial increase in the number of children with EHCPs attending mainstream schools. Compared with the previous year, the number of EHCP holders educated in mainstream settings rose by more than 15%.
Nearly half of all children and young people with EHCPs are now educated within mainstream schools, reflecting broader government ambitions to create a more inclusive education system capable of supporting a wider range of needs.
Officials argue that improving support within mainstream education will reduce inequalities in provision and help children remain in local schools alongside their peers whenever appropriate.
However, education professionals and advocacy groups continue to stress that inclusion must be accompanied by adequate funding, specialist staffing and training if schools are to meet increasingly complex needs effectively.
Families Continue to Face Delays
For many families, securing appropriate support remains a lengthy and often stressful process.
Karen Quinn, whose son Adam is currently undergoing the EHCP assessment process, described the challenges families face when trying to access specialist support. Adam, aged 11, is autistic and has attention deficit hyperactivity disorder (ADHD) as well as dyslexia. While academically capable, he experiences difficulties with writing and emotional regulation.
Karen explained that obtaining timely support is particularly important as Adam prepares to move from primary to secondary education.
Although an application was submitted earlier in the year, she said delays in the assessment process have created uncertainty about whether support will be in place before the start of the new school term.
She argued that prolonged waiting periods can have a significant impact on children’s educational development and wellbeing, particularly during critical transition stages.
Families and campaigners have repeatedly raised concerns about assessment backlogs, staffing shortages and inconsistent access to support across different local authority areas.
Government Advances SEND Reform Agenda
The record growth in EHCP numbers comes as the government prepares major reforms to the SEND system.
Under proposals announced earlier this year, Individual Support Plans (ISPs) would gradually replace EHCPs for many children from 2030 onwards. EHCPs would remain available primarily for children and young people with the most complex and significant needs.
The reforms aim to expand support across the broader SEND population, which currently exceeds 1.8 million children nationwide.
Government ministers argue that the changes will enable earlier intervention, reduce reliance on legal processes and ensure support is delivered more consistently across the country.
Alongside the reforms, new guidance has been introduced for inclusion bases within mainstream schools. These dedicated spaces are intended to provide specialist teaching, targeted interventions and tailored support while maintaining integration within the wider school community.
Education Secretary Bridget Phillipson has emphasised the government’s commitment to ensuring that children can attend local schools and access high-quality education regardless of their additional needs.
Concerns Remain Over Future Changes
Despite government assurances, proposed reforms have generated considerable debate among parents, charities and education professionals.
Advocacy organisations have warned that reducing eligibility for EHCPs could weaken legal protections currently available to families. Some campaigners fear that replacing statutory plans with alternative support arrangements may reduce accountability and make it more difficult for parents to secure necessary services.
Jolanta Lasota, chief executive of Ambitious About Autism, noted that school environments play a crucial role in determining whether children with SEND can fully participate and succeed in education. While welcoming efforts to improve inclusion, she cautioned that specialist provision must genuinely support pupils rather than inadvertently increasing exclusion.
Teaching unions have also expressed concerns regarding the pace of reform and the expectations being placed on schools. Critics argue that meaningful inclusion requires significant investment in staff training, resources and specialist expertise.
Rising Numbers Highlight Long-Term Challenges
The continued growth in EHCP numbers reflects a broader transformation in educational needs across England. As awareness and diagnosis of conditions such as autism, ADHD and learning difficulties continue to increase, demand for specialist support is expected to remain high.
While government investment and proposed reforms seek to address longstanding weaknesses in the system, the latest figures demonstrate the scale of the challenge facing policymakers, schools and local authorities.
With more than 700,000 EHCPs now in place and over 1.8 million children identified as having SEND, ensuring timely, effective and equitable support remains one of the most significant issues confronting England’s education sector.