Over the past decade, schools across the UK have seen a significant rise in the number of children identified as having Special Educational Needs and Disabilities (SEND). For many teachers and families, this increase is deeply felt in classrooms, budgets and daily routines. But what is driving this growth, and what does it mean for children and the education system as a whole?
The Scale of the Increase
Recent data from the Department for Education (DfE) shows that the number of children with identified SEND has continued to rise year on year. As of the January 2025 school census, over 1.7 million pupils in England were identified as having SEND, representing almost one in five children in schools. [twinkl.co.uk]
Within this figure:
- Around 5.3% of pupils have an Education, Health and Care Plan (EHCP), a formal legal document outlining a child’s additional needs and provision. [explore-ed...ice.gov.uk]
- A further 14.2% receive SEN support without an EHCP, meaning their needs are met primarily through school‑based adjustments and interventions. [explore-ed...ice.gov.uk]
This continues a long‑term upward trend that began after the SEND reforms introduced by the Children and Families Act in 2014.
Why Are SEND Numbers Increasing?
The rise in SEND does not mean that more children are “suddenly” developing needs. Instead, several overlapping factors are contributing to the increase.
Improved Identification and Awareness
There is now far greater awareness of conditions such as autism, ADHD, speech and language difficulties, and social, emotional and mental health needs. Teachers, parents and healthcare professionals are better trained to recognise early signs, particularly in the early years and primary phases. As a result, children who may once have gone unnoticed are now more likely to receive support. [nasen.org.uk]
Changes to Diagnostic Pathways
Diagnostic criteria and assessment pathways have evolved, particularly around neurodiversity. Autism Spectrum Disorder is now the most common primary need for children with an EHCP, while speech, language and communication needs remain the most common for those receiving SEN support. [explore-ed...ice.gov.uk]
Increased Pressures on Children and Families
Many professionals point to wider social factors affecting children’s development and wellbeing. Rising levels of anxiety, post‑pandemic disruption, poverty and reduced access to early intervention services have all been linked to increases in SEND identification.
Impact on Schools and Services
While improved identification is positive, the rapid rise in SEND has placed enormous pressure on schools and local authorities. Demand for EHCP assessments has increased sharply, with EHCP numbers having more than doubled since 2016. [explore-ed...ice.gov.uk]
Mainstream schools are expected to meet increasingly complex needs, often with limited resources. Local authority SEND budgets are under strain, and many families report long waits for assessments, specialist provision or appropriate placement. SEND tribunals have also risen significantly, highlighting tensions within the system. [twinkl.co.uk]
What Does This Mean for Children?
For children, early identification and appropriate support can be life‑changing. When SEND is recognised and addressed well, pupils are more likely to thrive academically, socially and emotionally. However, inconsistent access to support risks widening inequalities and leaving some children without the help they need at the right time.
There is growing agreement among educators and policymakers that early intervention, inclusive practice in mainstream schools and better joined‑up working between education, health and social care are essential if the system is to keep pace with demand.
Looking Ahead
The increase in children with SEND reflects a more inclusive understanding of children’s needs—but also exposes significant challenges in how support is funded and delivered. With SEND now affecting a substantial proportion of the school population, it is clear that meaningful reform, sustained investment and a focus on early support will be vital in the years ahead.
Behind every statistic is a child, a family and a school striving to do the best they can. Recognising and responding to this growing need is not just an educational issue—it is a societal one.
If you need help with securing appropriate SEND support for your child, contact me for a free consultation.
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