Editorial

22 April 2026

On 23 February, the Department for Education published a white paper outlining the UK government’s long-term vision for reforming the education and Special Educational Needs and Disabilities (SEND) systems in England, Every Child Achieving and Thriving. It also published a policy consultation, SEND Reform: Putting Children and Young People First. Although the articles in this issue were written before publication, this foreword reflects on them in light of the proposed SEND reforms.

Richard Rieser, on page 4, highlights how independent special schools financially exploit Disabled children, contributing to local authority deficits. The government, reaching a similar conclusion, plans price bands and fee controls, but resistance could push more Disabled children and young people out of education.

On page 8, Ruth Walton lays bare the challenges students and their parents face during the primary-to-secondary transition, including moves to segregated settings. Alarmingly, the government plans to introduce mandatory needs assessments for Disabled students at this stage, a clear contradiction to their stated mission of improving inclusion in mainstream schools.

This trend towards deeper segregation lies at the heart of Linda Jordan’s article (page 11), which links these developments to historical debates around inclusion. It reflects on progress between 1986 and 2005 and provides recommendations on how to return to that path. Unfortunately, the proposed SEND reforms risk taking us in the opposite direction.

The article on page 16 builds on discussions from ALLFIE’s 2025 Annual Conference about whether SEN Units and Resource Provisions comply with UK and international law. Written by Matthew Wyard, Michelle Daley and myself, it raises concerns that segregating Disabled students may breach equality law. While proposed SEND reforms introduce “inclusion bases” to improve integration, they risk entrenching segregation within mainstream schools.

On page 20, Sophia Kleanthous’s article shows how inaccessible transport, SEND transport cuts, and Motability changes restrict Disabled people’s daily journeys and opportunities. Accessible transport is vital for students’ participation, yet it is overlooked in both the Schools White Paper and the SEND reform consultation.

My article, page 28, discusses young Disabled people being forced out of education, employment and training by systemic barriers at every transition stage. Unfortunately, while the Schools White Paper and SEND reform consultation both emphasise smoother transitions, they lack detail on post-16 pathways.

Maresa MacKeith, and Derek Wilson and Colin Newton, page 24, explore how segregation signals to some young people that they do not belong, and why genuine inclusion helps all children flourish. I end this editorial reflecting on this, which underscores why the government and stakeholders must advance Inclusive Education and address the issues highlighted throughout this issue. Yet despite inclusive rhetoric, the proposals underpinning both the Schools White Paper and the SEND reform consultation risk deepening rather than dismantling segregation.