In a concerning trend, the number of children receiving support for special educational needs and disabilities (SEND) has surged to an unprecedented level, according to new government statistics. Between January 2025 and January 2026, the figures revealed a striking 12.5% increase in children with education, health and care plans (EHCPs), marking the highest annual growth since the introduction of these essential documents over ten years ago. With the total now exceeding 700,000, families and educators are grappling with the implications of this rising demand for support.
A Growing Challenge
The Department for Education (DfE) has acknowledged the magnitude of the situation, attributing the increase to a legacy of challenges within the system. A spokesperson emphasised the government’s commitment to resolving these issues, stating that they are allocating £4 billion to enhance specialist support within mainstream schools. “We’re building a system where every school can support every child to thrive, while ensuring those with the greatest needs get the specialist help they require,” they affirmed.
Families who seek additional support for their children often apply for an EHCP, which is intended to legally guarantee the necessary assistance. In the previous calendar year alone, over 110,000 new plans were issued, with a notable rise in the number of children and young individuals—up to age 25—benefiting from these plans. However, there are growing concerns regarding the timeliness of these assessments, as less than half of the plans are currently being issued within the mandated 20-week timeframe.
The Struggles of Families
For many parents, navigating the SEND system can be an arduous journey. Karen Quinn, a mother advocating for her son Adam, who is autistic and has ADHD and dyslexia, has been working diligently to secure an EHCP before his transition to secondary school this September. “I just want him to get the help that he needs to be the best that he can be,” Karen expressed, highlighting the urgency of the situation. Adam’s challenges with writing and emotional regulation have already resulted in multiple suspensions from school, prompting Karen to advocate fiercely for the support he needs.
Despite submitting the necessary paperwork in February, Karen has faced delays in the council’s assessment process, which she fears could hinder Adam’s transition to high school. “Every delay is going to impact the transition,” she said, reflecting the anxiety many parents feel as they navigate the complexities of the education system.
System Reforms on the Horizon
In light of these challenges, the government has outlined plans for significant reforms to the SEND system, which aim to make mainstream schools more inclusive. However, there are concerns among families and advocacy groups that these changes may limit access to EHCPs. Starting in 2030, it is anticipated that fewer children will qualify for an EHCP, with individual support plans (ISPs) being introduced for those with SEND, reserving EHCPs for only the most complex needs.
While the government insists that these reforms will not strip away legal rights to support, many remain sceptical. Jolanta Lasota, chief executive of the charity Ambitious About Autism, voiced her concerns that the proposed inclusion bases in mainstream schools could either enhance or undermine the support available to children. “The school environment can make or break a young person’s ability to attend, learn, and achieve,” she remarked, echoing the sentiments of many parents who fear their children may be further isolated.
Educators Under Pressure
The teaching community is also feeling the strain of the current SEND landscape. Matt Wrack, general secretary of the NASUWT teaching union, has called attention to the difficulties faced by educators tasked with adapting to new guidance on inclusion without clear expectations from the government. He cautioned that this could lead to an increased burden on already overstretched schools and teachers.
The DfE has responded to these criticisms by stating that the SEND system is at a breaking point and that their investment aims to equip every teacher with the skills and resources necessary to better support children with SEND. However, the effectiveness of these measures will only be fully realised if parents, educators, and policymakers work collaboratively to foster an inclusive environment for all students.
Why it Matters
The rising numbers of children requiring special educational needs support highlight a critical issue within the education system that resonates deeply with families across the country. As the government embarks on ambitious reforms, the voices of parents and educators must remain at the forefront of this conversation. Ensuring that every child receives the support they need not only shapes their educational journey but also impacts their overall wellbeing and future opportunities. In a society that values inclusivity, it is paramount that we strive to create an educational landscape where all children can thrive together.