Supporting children with Special Educational Needs and Disabilities (SEND) has never been more important—or more complex. SEND is not one-size-fits-all. It is vast, varied, and impacts individuals differently at every stage of life. For some, needs are visible from the very beginning; for others, they emerge gradually.
Drawing on over 20 years as a headteacher, Louise Pink offers her perspective on how far we’ve come—and how far we still need to go.
The Shifting Landscape of SEND
Parents today still face one of the toughest early decisions: should their child attend a mainstream school or a specialist setting? While teachers are increasingly skilled at spotting potential SEND needs, diagnosis isn’t their role. And with delays in accessing specialist services, schools often step in with support strategies long before a formal label is attached.
In the past, many children’s needs were overlooked or went unnamed. Today, awareness is better—but the pressure on schools and families remains intense.
EHCPs: A Promise Under Strain
Education, Health and Care Plans (EHCPs) were introduced to unite agencies around the needs of the child. Yet, mounting budget pressures have narrowed their focus almost entirely to education, leaving health and care under-resourced.
This is compounded by widespread anxiety about government reforms: What happens if EHCPs are replaced—or even removed—without a clear, workable alternative? For families already navigating a system under strain, the uncertainty is deeply unsettling.
Inequality, Adversity, and the “COVID Generation”
SEND provision does not exist in a vacuum. Regional inequalities persist, with a north-south divide in life chances still stark. On top of that, the pandemic has left a lasting impact. Children now entering Year 1—sometimes called the “COVID generation”—may show delayed social, emotional, and cognitive development. Identifying SEND needs in this context is even harder, especially when compounded by Adverse Childhood Experiences (ACEs). Our Generation Catch-Up report highlights the challenges schools are still facing five years on.
The Balancing Act of Inclusion
Inclusion is a powerful principle, but without adequate resourcing, it can unintentionally disadvantage other pupils. Specialist provision isn’t a “magic fix,” but it often provides the tailored environment children need to thrive.
Yet government rhetoric increasingly suggests mainstream schools should absorb more specialist provision. This raises practical challenges: Do schools have the space, staff, and equipment required?
Parents and Schools: Allies, Not Opponents
At the heart of SEND support are parents, who want nothing more than the best for their child. Yet many feel unequipped to navigate the system or advocate effectively. Miscommunication can quickly sour relationships with schools—even when both sides share the same goal.
What’s needed is honesty, clarity, and open dialogue. After all, collaboration—not conflict—is what truly helps children flourish.
The Role of Technology in SEND Support
Technology can play a quiet but transformative role in SEND provision. When designed well, digital systems act as an invisible backbone, ensuring that children don’t fall through the cracks.
- Smarter decisions: A complete digital record helps families and schools weigh mainstream vs. specialist provision with confidence.
- No warning signs lost: Teachers can log observations and interventions, creating continuity even when staff change or children move schools.
- Joined-up care: Shared platforms give education, health, and care professionals access to the same up-to-date information, keeping everyone aligned.
- Reducing postcode gaps: Remote expertise can reach areas with fewer specialists, helping level the playing field.
- Personalised support without extra admin: Quick access to strategies and pupil profiles empowers teachers to adapt learning on the spot.
- Building trust: Transparency through shared records strengthens relationships between schools and families.
When it works well, technology isn’t the story—it’s the quiet backbone that enables schools, parents, and professionals to focus on the child’s story instead.
Moving Forward
The future of SEND must balance three things: early intervention, adequate resources, and clear, consistent policy. But above all, it must be built on collaboration—between parents and schools, across agencies, and supported by technology that quietly connects the dots.
The system may be complex. The goal is not: to give every child the clarity, care and opportunity they deserve to thrive.