"A hopeful vision for truly inclusive education"

The Education Committee has published a pivotal report calling for a root and branch transformation in how mainstream education supports children and young people with special educational needs and disabilities (SEND). 

The report sets out a clear vision for reform, highlighting that:  

• SEND must be embedded within mainstream education from the early years through to post-16, supported by a workforce with the skills and resources to meet every child’s needs.  

• Stronger collaboration between health services and education is needed to ensure early identification of additional needs. 

• Funding and accountability must be improved so that provision is consistent across the country. 

• High-quality specialist places should be expanded, to reduce pressure on families.  

These findings reflect much of what we see every day in our work with schools, young people and parents: that inclusion is not an optional extra, but a foundation for learning, wellbeing and equality. 

Jaime Smith MBE, Director of Schools at Anna Freud, said in response: 

“We strongly support the Committee’s vision that support for SEND must become central to mainstream education, not an afterthought. As we set out in our submission to the Committee, too often families face long waits, inconsistent provision, or adversarial processes to get the help their children need. Early identification and a whole-school approach are essential to ensuring that every child can thrive before reaching crisis. 

“From our work with schools, we know that inclusion benefits the entire school community. When teachers, leaders and support staff are equipped to meet diverse needs, classrooms become places of belonging, safety and wellbeing for all. The Committee is right to highlight that this cultural shift must be backed by sustained investment in training and resources. 

“This report offers a hopeful vision, which the government must now use as a blueprint for reform. With commitment, funding and accountability, we can build an education system where inclusion is not an aspiration but a reality, and where government listens to the perspectives of children and families to shape meaningful change.” 

For information on how to build a whole-school approach to mental health and wellbeing, view the 5 steps framework.

View the 5 steps framework