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A Co-Produced Analysis of SEND Policy for Children and Young People: Centring Racial and Ethnic Equity, Mental Health and Accountability

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Title: A Co-Produced Analysis of SEND Policy for Children and Young People: Centring Racial and Ethnic Equity, Mental Health and Accountability
Language: English
Authors: Sorcha Ní Chobhthaigh (ORCID 0000-0002-5215-6352), Josephine Musanu, Camille Cox, Twyla Greenway-Bailey, Amie Buhari, Cyra Neave, Mina Mawi, Mel Green, Diana Ceccolini, Delan Devakumar, Rochelle A. Burgess, Ariel Lindorff, Matthew A. Jay
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Foreign Countries, Special Needs Students, Special Education, Students with Disabilities, Ethnicity, Equal Education, Educational Policy, Mental Health, Trauma Informed Approach, Program Implementation, Racism
Geographic Terms: United Kingdom (England)
DOI: 10.1111/1471-3802.70078
ISSN: 1471-3802
Abstract: Despite decades of documented ethnic inequalities in Special Educational Needs and Disability (SEND), the well-established role of social determinants of health and growing awareness of cultural safety and trauma-informed practices in supporting children's mental health, their integration into England's "SEND" policy remains unclear. This study, co-produced with peer researchers and community stakeholders, examined national and local "SEND" policy and guidelines in England across three domains: justice and equity; content related to mental health, cultural safety and trauma-informed practice; and effective implementation. Systematic searches of national documents (n = 129) and Local Authority websites (n = 152) identified eligible content analysed using a co-developed coding framework. We calculated the frequency of content meeting baseline criteria and examined patterns and implications. Findings revealed current policy does not align with aspects of equitable and effective policy. Inequalities are superficially acknowledged with little recognition of social determinants of health. Although "SEND" provision, particularly for mental health, sits at the crossroads of education and health/healthcare rights, this connection is rarely addressed and requirements for children's participation are inconsistently exemplified. The "SEND" system lacks clarity in supporting mental health, cultural safety approaches are absent, and clear direction on trauma-informed practices is missing. Accountability mechanisms are insufficient with poorly defined roles, lack of transparency in complaints processes, inadequate monitoring of inequalities and missing enforcement mechanisms. There is an urgent need to establish a unified rights-based vision with tangible accountability measures and explicit equity-orientation to achieve an inclusive and equitable system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504034
Database: ERIC
FullText Text:
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  Data: A Co-Produced Analysis of SEND Policy for Children and Young People: Centring Racial and Ethnic Equity, Mental Health and Accountability
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  Data: <searchLink fieldCode="AR" term="%22Sorcha+Ní+Chobhthaigh%22">Sorcha Ní Chobhthaigh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5215-6352">0000-0002-5215-6352</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josephine+Musanu%22">Josephine Musanu</searchLink><br /><searchLink fieldCode="AR" term="%22Camille+Cox%22">Camille Cox</searchLink><br /><searchLink fieldCode="AR" term="%22Twyla+Greenway-Bailey%22">Twyla Greenway-Bailey</searchLink><br /><searchLink fieldCode="AR" term="%22Amie+Buhari%22">Amie Buhari</searchLink><br /><searchLink fieldCode="AR" term="%22Cyra+Neave%22">Cyra Neave</searchLink><br /><searchLink fieldCode="AR" term="%22Mina+Mawi%22">Mina Mawi</searchLink><br /><searchLink fieldCode="AR" term="%22Mel+Green%22">Mel Green</searchLink><br /><searchLink fieldCode="AR" term="%22Diana+Ceccolini%22">Diana Ceccolini</searchLink><br /><searchLink fieldCode="AR" term="%22Delan+Devakumar%22">Delan Devakumar</searchLink><br /><searchLink fieldCode="AR" term="%22Rochelle+A%2E+Burgess%22">Rochelle A. Burgess</searchLink><br /><searchLink fieldCode="AR" term="%22Ariel+Lindorff%22">Ariel Lindorff</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+A%2E+Jay%22">Matthew A. Jay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1111/1471-3802.70078
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  Data: 1471-3802
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  Data: Despite decades of documented ethnic inequalities in Special Educational Needs and Disability (SEND), the well-established role of social determinants of health and growing awareness of cultural safety and trauma-informed practices in supporting children's mental health, their integration into England's "SEND" policy remains unclear. This study, co-produced with peer researchers and community stakeholders, examined national and local "SEND" policy and guidelines in England across three domains: justice and equity; content related to mental health, cultural safety and trauma-informed practice; and effective implementation. Systematic searches of national documents (n = 129) and Local Authority websites (n = 152) identified eligible content analysed using a co-developed coding framework. We calculated the frequency of content meeting baseline criteria and examined patterns and implications. Findings revealed current policy does not align with aspects of equitable and effective policy. Inequalities are superficially acknowledged with little recognition of social determinants of health. Although "SEND" provision, particularly for mental health, sits at the crossroads of education and health/healthcare rights, this connection is rarely addressed and requirements for children's participation are inconsistently exemplified. The "SEND" system lacks clarity in supporting mental health, cultural safety approaches are absent, and clear direction on trauma-informed practices is missing. Accountability mechanisms are insufficient with poorly defined roles, lack of transparency in complaints processes, inadequate monitoring of inequalities and missing enforcement mechanisms. There is an urgent need to establish a unified rights-based vision with tangible accountability measures and explicit equity-orientation to achieve an inclusive and equitable system.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Special Education
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      – SubjectFull: Racism
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      – SubjectFull: United Kingdom (England)
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