Special educational needs reform could be a bureaucratic nightmare – here’s how to put families first

Plans to reform support for children with special educational needs in England have been delayed after the government announced its new policy would not be unveiled until 2026, rather than autumn 2025.

However, there has already been some indication of what the government will do. The education secretary, Bridget Phillipson, recently promised to set “clear expectations for schools” on how they work together with pupils’ parents. She also outlined her intention to overhaul the process by which parents can make complaints.

In a statement, Phillipson said: “To help us deliver the most effective set of reforms we can, I have taken the decision to have a further period of co-creation, testing our proposals with the people who matter most in this reform – the families – alongside teachers and other experts.”

The additional wait for the schools white paper that will set out the policy will be disappointing to those who are keen to see change in the system. But it also creates an opportunity to ensure the government gets reform right.

As an expert in inclusive education, I argue the call for closer collaboration and the explicit mention of family involvement are excellent signs. However, the government should rethink its framing of parental engagement as a set of expectations that schools must meet.

On paper, this approach looks as if it could safeguard the support children are entitled to. But in reality it risks reducing what can be a mutually respectful and beneficial partnership to a transactional checklist and added bureaucracy.

What is needed instead is effective partnerships with families based on authentic engagement and courageous conversations, based on respect, openness and compassion.

This change in culture can be supported by improved teacher training. This should promote inclusion as a shared responsibility, rather than as sheer accountability.

For example, for children with additional needs, transitions in their educational journey are important and potentially difficult moments. These include starting school, moving between primary and secondary, between mainstream and alternative educational provision, and into adulthood.