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The publication of the Department for Education’s 2026 schools white paper marked a significant turning point in the reform of special educational needs and disability (SEND) policy in England. Released on 23 February 2026 and accompanied by the published on 4 March 2026, the white paper sets out what the government describes as a of rights for children and young people with SEND.

The white paper represents one of the most ambitious reforms of SEND policy since the previous system was introduced in 2014. Its focus on clarity, consistency, sustainability and expanded rights responds directly to longstanding concerns documented by parents, councils and parliamentary committees. Yet significant uncertainties remain around eligibility for education, health and care plans, funding formulas and implementation timescales.

This Special Issue focuses and expands on these issues and concerns, representing the views of some of those who have an interest in the reforms. The contributions explore: 

• views from a range of professional fields, including schools, charities and academia
• calls for structural reforms rather than more accountability measures
• the challenges of relying on schools as the main – and only – actors of change in a context where schools do not have the financial and human resources needed
• the pivotal role of teachers and special educational needs co-ordinators in supporting the inclusion of children with SEND
• how the white paper might affect the inclusion of children with specific needs, such as autism
• the collaboration between schools and families
• issues related to race and intersectionality.