The Government has opened a nationwide engagement campaign to gather direct input from parents and families on the future of the Special Educational Needs and Disabilities (SEND) system, aiming to build a stronger, more responsive framework for children’s support across England.
The initiative reflects a growing demand for meaningful involvement from those who rely on the system every day, offering a structured space for lived experience to shape upcoming reforms. It signals a moment of renewed effort to understand classroom realities, surface ongoing pressures, and help design support that meets children’s needs at the right time.
Officials have outlined a programme of in-person and online events led by Minister for School Standards Georgia Gould, delivered in partnership with the Council for Disabled Children.
The engagement spans every region and invites tens of thousands of parents, carers, teachers and professionals to share views on early intervention, fairness, local provision and shared working. It builds on more than 100 previous listening sessions and sets the foundation for a reform conversation that will continue alongside the forthcoming Schools White Paper and later formal consultation.
Nationwide Engagement Aimed at Strengthening SEND Reform
The national engagement campaign is designed to better understand how the SEND system currently functions for children, parents and schools. The Government has stated that many families feel the present landscape is too fragmented, too slow, and too dependent on parental persistence. Additionally, the campaign aims to ensure reforms reflect what is happening in classrooms, health services and community settings. Moreover, it marks a move towards earlier conversations about what works well and what needs adjusting before policy decisions are made.
A New Direct Line to Families
Minister Georgia Gould is leading nine face-to-face events across England, supported by five online sessions exploring the Department for Education’s five principles of reform. These conversations provide families with a clear route to influence decisions and highlight experiences that traditional consultations might overlook. In addition, the partnership with the Council for Disabled Children ensures events are accessible, inclusive and grounded in specialist insight.
The Core Themes of Engagement
Event discussions cover early intervention, local support, fairness, evidence-led practice and shared working between education, health and care. Participants can explore options such as written support records or access to independent advocacy. Furthermore, professionals and families have opportunities to raise points about how schools can better identify needs earlier.
SEND Engagement Themes
| Early intervention | Exploring how to support children sooner in their development |
| Local provision | Ensuring children can attend local schools with appropriate support |
| Fairness | Reducing parental battles and improving safeguard clarity |
| Shared working | Cooperation between education, health and care services |
Immediate Improvements Already Underway
Alongside engagement events, the Government is continuing existing improvement programmes within schools. These include extending early language support and expanding special school capacity. Meanwhile, officials emphasise that reform is not solely long term, and that day-to-day support must continue to advance.
Programmes Supporting Neurodiversity and Early Needs
Data released alongside the announcement shows strong results from the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. Up to 2,850 mainstream primary schools are receiving support in autism, dyslexia, ADHD and broader neurodiversity practice.
As a result, thousands of pupils are accessing help earlier, and staff are gaining stronger skills in adapting learning environments. Moreover, participation data indicates most school leaders feel notably better equipped to meet needs after completing programme training.
Examples of Enhanced Support
Schools involved in PINS have been able to redesign classrooms, strengthen relationships with parent carers and create calmer environments for children’s learning. In addition, the programme encourages consistency across schools by giving them guidance that can be used immediately, rather than waiting for long-term policy changes.
Neurodiversity Support Areas
| Autism | Training on inclusive classroom adjustments |
| Dyslexia | Support for literacy-based learning differences |
| ADHD | Strategies to support focus and regulation |
| Parent-carer engagement | Improving collaboration with families |
Additional Measures Already in Motion
Beyond PINS, the Government has made investment in new school places, early language support and family hub training. These measures aim to strengthen the wider infrastructure so children receive timely help regardless of local variation. Furthermore, ministers plan to visit schools nationwide to understand effective practice and future needs.
Engagement Topics Raised by Families and Schools
Families attending previous listening sessions have expressed clear priorities for the future. These include simplified processes, more support in mainstream settings, better communication between agencies and reduced need for formal escalation. At the same time, teachers have emphasised the importance of consistent guidance and manageable expectations for staff.
- Earlier help for children whose needs are emerging
- Clear pathways for local support options
Schools’ Perspectives
Schools report that many strong practices already exist and can be built upon with the right training and guidance. Additionally, leaders describe the value of collaboration with specialists and families, especially when developing personalised plans.
- Improved communication channels with families
- More targeted staff training to support needs
Stakeholder Comments
Ministerial Comments
Georgia Gould said:
“For too long, families have felt unheard and left to battle a system that does not deliver for their children. We are committed to breaking down barriers and creating a direct line to parents as we build a SEND system shaped by lived experience.”
Industry Comments
Tom Rees said:
“There is a strong consensus that the system needs reform so it works for all children. We look forward to this period of further engagement and the opportunity to bring ministers together with parents, professionals and young people across the country.”
In Conclusion
The nationwide SEND engagement campaign represents an essential step in shaping future reforms grounded in lived experience. By opening structured conversations with families, schools and experts, the Government aims to build a more consistent and accessible system for children.
As engagement continues across England, participants have the opportunity to influence upcoming policy decisions and contribute to improvements already underway.
Sources: Department for Education and Georgia Gould OBE MP.
Prepared by Ivan Alexander Golden, Founder of THX News™, Founder of THX News™, an independent news organization delivering timely insights from global official sources. Combines AI-analysed research with human-edited accuracy and context.
