Editorial: Key changes to SEND in England in the 2026 schools white paper

Blog post Part of special issue: Key changes to SEND in England in the 2026 schools white paper

Editorial: Key changes to SEND in England in the 2026 schools white paper

Jonathan Glazzard, Rosalind Hollis Professor of Education for Social Justice at University of Hull Cristina Devecchi, Associate Professor at University of Northampton Jane Murray, Professor of Education at University of Northampton 31 Jul 2026

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.

From 2014, children and young people with SEND in England were offered support in their educational setting or through education, health and care plans (EHCPs) if their needs were extensive. Although parents increasingly struggled to secure support for their children between 2024 and 2026, the number of children and young people with EHCPs grew during the same period, .

As such, the 2026 white paper represents one of the most ambitious reforms of SEND policy since the 2014 system was introduced. 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 EHCP eligibility, funding formulas and implementation timescales.

‘The 2026 white paper represents one of the most ambitious reforms of SEND policy since the 2014 system was introduced.’

Alongside the white paper, the government in England also opened a consultation until 18 May 2026 – – on its proposals to reform the SEND system nationally. The government invited ‘everyone who has an interest in the reforms’ to respond to the consultation, including trusts, schools, leaders, teachers, children, young people and families, early years providers, local authorities, representative groups, academic organisations, experts and post-16 providers. This special issue represents the views of some of those who have an interest in the reforms.

The contributors to this Special Issue reflect views from a range of professional fields, including schools, charities and academia. They focus and expand on issues and concerns briefly discussed above. Several call for structural reforms rather than more accountability measures; their authors are concerned that the changes outlined in the white paper will not address the need to develop truly inclusive schools. Along these lines, they point to 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. While acknowledging that teachers and special educational needs co-ordinators (SENCOs) are pivotal in supporting the inclusion of children with SEND, they are also worried that the timing of the implementation will not allow them to receive the promised training and prepare. Specifically in relation to SENCOs, there is a renewed call for their role to encompass leadership responsibilities. Finally, some of the blog posts’ authors focus more on how the white paper might affect the inclusion of children with specific needs, such as autism. They raise concerns about how the needs of children would be identified, the collaboration between schools and families, and, finally, issues related to race and intersectionality.

Jonathan Glazzard, Professor

Rosalind Hollis Professor of Education for Social Justice at University of Hull

Jonathan Glazzard is the Rosalind Hollis Professor of Education for Social Justice at the University of Hull. His research focuses on the experiences of marginalised groups and individuals and inclusive education more broadly. He has worked as a teacher educator, teacher educator and school inspector.

Cristina Devecchi, Dr

Associate Professor at University of Northampton

Dr Cristina Devecchi is an Associate Professor and co-director of the Centre for Education and Research, University of Northampton, leading the Education PhD programme and admissions. Her research interests feature inclusion and higher education. Previously, she was a research associate at the University of Cambridge, a language teacher and a learning support assistant.

Jane Murray, Professor

Professor of Education at University of Northampton

Jane Murray is Professor of Education at the University of Northampton. Her research interests traverse education; specialisms include primary and early childhood education, participatory research and social inclusion. She has worked with education ministries across the world and is editor-in-chief of the International Journal of Early Years Education.