Exploring experiences of the English special educational needs system through an online survey of young people, and parents and carers

Special educational needs and disability reforms were introduced in England in 2014 and further policy changes are imminent. Despite growing evidence of discontent with policy implementation, few peer-reviewed surveys have examined the involvement and satisfaction of young people and their parents/carers in special educational needs and disabilities assessment, identification and provision. In co-production with stakeholder groups, we developed an online survey to examine young people's and parents/carers' perceptions and experiences of special educational needs and disabilities identification, assessment and provision. Seventy-seven young people and 770 parents/carers from across all regions of England responded. Parents/carers reported predominantly negative experiences; most disagreed that key providers were supportive of special educational needs and disabilities identification or that the professionals had a good understanding of their children's support needs. The parents/carers' views about the inclusion of children's goals and aspirations in education, health and care plans were slightly more positive, but many disagreed that the listed support matched what their child received. Young people's perspectives were slightly more positive, but only 54% said their support allowed them to access the same classes as their peers, and fewer than half trusted either teachers or health professionals to make the right decisions about their learning support needs. Our findings contribute to the small body of literature about how special educational needs and disabilities processes are experienced, particularly as co-production of survey question anchors our findings in lived experience, the reporting of children and young people's experiences directly and questions addressing all agencies involved in special educational needs. Key providers may benefit from additional special educational needs and disabilities training, and parents/carers would value more support at the identification stage to ensure that young people receive timely and appropriate provision.