'Right Support, Right Place, Right Time; Right Mess!' Professionals' Views on Factors Influencing the SEND System and Outcomes for Children and Families in England: A Qualitative Study
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| Title: | 'Right Support, Right Place, Right Time; Right Mess!' Professionals' Views on Factors Influencing the SEND System and Outcomes for Children and Families in England: A Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Jennifer Saxton (ORCID |
| 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: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Access to Education, Barriers, Resources, Parent Role, Family Role, Students with Disabilities, Family School Relationship, Student Needs, School Personnel, Allied Health Personnel, Role |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1111/1471-3802.70080 |
| ISSN: | 1471-3802 |
| Abstract: | The Special Educational Needs and Disability (SEND) system in England is under scrutiny. Critics highlight inefficient service design, poor implementation, and adversarial processes that cause family-level distress. Unmet needs deprive children of learning, harming long-term prospects. Legislative changes in 2014 mandated professionals from multiple sectors to produce integrated child-centred support plans. Since then, little peer-reviewed research has asked professionals about key influences on SEND provision, interagency working or service-user outcomes. We conducted focus-group discussions with 35 SEND professionals, using a topic guide co-developed with parents/carers of children with SEND. Thematic analysis identified several system-level influences: increasing bureaucracy which diverted resources from early intervention; increasing SEND presentations and complexity; inadequate resources and training; over-dependence on parents'/'carers' advocacy; poor relationships with families; harmful education policies. Good interagency working depended on information sharing, relationships, shared understandings of SEND and access to specialists. Long waiting-lists, delayed provision and gaps in post-16 services worsened children's outcomes. Securing SEND provision was said to punish parents/carers; children with fewer resources were unseen. Repairing the system requires parallel actions to increase human resources, improve training and interagency working, and reduce parent/carer burden when obtaining SEND provision. Without substantial investment, delivering a child-centred system that meets needs remains impossible. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504035 |
| Database: | ERIC |
| Abstract: | The Special Educational Needs and Disability (SEND) system in England is under scrutiny. Critics highlight inefficient service design, poor implementation, and adversarial processes that cause family-level distress. Unmet needs deprive children of learning, harming long-term prospects. Legislative changes in 2014 mandated professionals from multiple sectors to produce integrated child-centred support plans. Since then, little peer-reviewed research has asked professionals about key influences on SEND provision, interagency working or service-user outcomes. We conducted focus-group discussions with 35 SEND professionals, using a topic guide co-developed with parents/carers of children with SEND. Thematic analysis identified several system-level influences: increasing bureaucracy which diverted resources from early intervention; increasing SEND presentations and complexity; inadequate resources and training; over-dependence on parents'/'carers' advocacy; poor relationships with families; harmful education policies. Good interagency working depended on information sharing, relationships, shared understandings of SEND and access to specialists. Long waiting-lists, delayed provision and gaps in post-16 services worsened children's outcomes. Securing SEND provision was said to punish parents/carers; children with fewer resources were unseen. Repairing the system requires parallel actions to increase human resources, improve training and interagency working, and reduce parent/carer burden when obtaining SEND provision. Without substantial investment, delivering a child-centred system that meets needs remains impossible. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70080 |
