Some pupils in England less likely to have special needs identified, study shows

Research from the Education Policy Institute reveals significant disparities in how children's special educational needs (SEND) are identified across different school types in England. Parents have noted these inconsistencies for years, and the EPI's report highlights specific groups at a heightened risk of missing out on support. Academies tend to underidentify SEND pupils compared to local authority schools, while language barriers, high absence rates, and frequent moves further obscure children's needs. The findings underscore a concerning pattern of access to support being inequitable and highlight that socio-economic factors play a significant role in identifying SEND.

"Pupils attending academies rather than schools maintained by local authorities are less likely to be identified as having special educational needs compared to their peers."

"Children with language barriers, high levels of sickness absence, and frequent school changes remain overlooked, as their special needs are often less visible in school settings."

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