Double Disadvantage? Socio-Economic Inequalities in the SEND System. Research Brief
Saved in:
| Title: | Double Disadvantage? Socio-Economic Inequalities in the SEND System. Research Brief |
|---|---|
| Language: | English |
| Authors: | Charlotte O'Regan, Kevin Latham, Sutton Trust (United Kingdom) |
| Source: | Sutton Trust. 2025. |
| Availability: | Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ |
| Peer Reviewed: | N |
| Page Count: | 52 |
| Publication Date: | 2025 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Secondary Education Postsecondary Education |
| Descriptors: | Foreign Countries, Disadvantaged, Socioeconomic Status, Socioeconomic Background, Special Education, Student Needs, Students with Disabilities, Student Characteristics, Lunch Programs, Breakfast Programs, Educational Trends, Special Needs Students, Elementary Secondary Education, Postsecondary Education, Student Experience, Outcomes of Education, Parent Student Relationship, Parent Attitudes, Family Characteristics, Parent School Relationship, Educational Change |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | It is essential that all children and young people, regardless of background or individual characteristics, can access an excellent education. Across the country, teachers, senior leaders, support staff, and other professionals work tirelessly to ensure that pupils can learn in calm, supportive environments, and that those in need of additional support are able to access it. However, we also know that too often children who need additional support do not have these needs identified, and that when they do, they struggle to access suitable, high-quality support. The current SEND system creates a lottery in provision. Approaches to identification, practice, and available support vary greatly by setting and local area. At the same time, demand for SEND support has skyrocketed in recent years, putting significant pressure on the system. In this report, we look at these differences and disparities in relation to socio-economic background and SEND, before exploring how socio-economic background influences experiences and outcomes for families with children with SEND. The first section of this report examines the current context, how SEND and disadvantage are linked, and how this has changed over time. In the second section, we use the results of a survey of over 4,000 parents to begin to understand why children who are from a lower socio-economic background and have SEND have some of the poorest education outcomes of all pupil groups. Finally, we look to the future to discuss how parents view the role of schools in supporting children with SEND as we approach the upcoming Schools White Paper and the Government's proposals for SEND reform. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.suttontrust.com/our-research/double-disadvantage/ |
| Accession Number: | ED677390 |
| Database: | ERIC |
| Abstract: | It is essential that all children and young people, regardless of background or individual characteristics, can access an excellent education. Across the country, teachers, senior leaders, support staff, and other professionals work tirelessly to ensure that pupils can learn in calm, supportive environments, and that those in need of additional support are able to access it. However, we also know that too often children who need additional support do not have these needs identified, and that when they do, they struggle to access suitable, high-quality support. The current SEND system creates a lottery in provision. Approaches to identification, practice, and available support vary greatly by setting and local area. At the same time, demand for SEND support has skyrocketed in recent years, putting significant pressure on the system. In this report, we look at these differences and disparities in relation to socio-economic background and SEND, before exploring how socio-economic background influences experiences and outcomes for families with children with SEND. The first section of this report examines the current context, how SEND and disadvantage are linked, and how this has changed over time. In the second section, we use the results of a survey of over 4,000 parents to begin to understand why children who are from a lower socio-economic background and have SEND have some of the poorest education outcomes of all pupil groups. Finally, we look to the future to discuss how parents view the role of schools in supporting children with SEND as we approach the upcoming Schools White Paper and the Government's proposals for SEND reform. |
|---|
