When the House of Commons Education Committee released its report “Solving the SEND Crisis” in September 2025, it was more than another policy document. It was a call for a complete change in how schools and services work with children who have special educational needs and disabilities (SEND).
The committee’s findings echo what many parents already know: the system is under strain, inconsistent, and too often leaves families feeling as though they must battle for the basics. However, alongside the critique, the report outlines recommendations that could significantly reshape everyday experiences for families if appropriately implemented.
What the Committee Recommends
The MPs behind the report highlight several urgent changes:
- A culture shift in schools: Inclusion should not be an optional extra. All children should have the opportunity to thrive in mainstream classrooms.
- Fairer funding: Resources must match the level of need, ensuring consistent support regardless of a family's location.
- Stronger accountability: Local authorities, schools and health services should be held responsible for delivering what children are entitled to.
- Better training: Teachers and support staff require practical, ongoing training to feel confident in meeting the needs of children with SEND.
- Joined-up working: Education, health and social care services should collaborate, not pass families from one service to another.
What This Could Look Like for Parents
Everyday Inclusion
Imagine walking into your child’s classroom and knowing that the lesson plan has been designed with your child in mind, rather than them being added on as an afterthought. Teachers would already have strategies in place, and classmates would grow up seeing inclusion as the norm.
Funding That Follows Need
Instead of parents facing postcode lotteries, funding would be distributed fairly, ensuring that whether you live in London or Lincolnshire, your child’s school has access to the same level of specialist support and resources.
Accountability That Works
Families often feel let down when promises aren’t kept. With stronger accountability, if a service commits to providing speech therapy, for example, there would be clear checks in place to make sure it actually happens.
Training That Makes a Difference
Parents wouldn’t need to become the de facto experts. Teachers and support staff would already have the confidence and knowledge to adapt lessons, use assistive technology effectively, and recognise when a child is struggling.
Joined-Up Services
No more repeating your story at every appointment. Education, health, and social care professionals would share information and work as a team, so your child’s support plan feels coherent and reliable.
Why This Matters Now
The committee’s message is clear: tinkering around the edges will not solve the crisis. For families, this report signals that the struggles you face are being recognised at the highest level. But recommendations are only the beginning — what happens next depends on how government and local authorities respond.
What Parents Can Do
Change at a national level takes time, but there are practical steps parents can take now:
- Stay informed: Keep an eye on trusted SEND organisations, such as IPSEA or Special Needs Jungle, for updates and advice.
- Ask questions at school: Find out what training staff have had, how the school ensures inclusion, and how they track progress for children with SEND.
- Join your local Parent Carer Forum: These groups directly inform local authority decision-making and can help make your voice part of larger change.
- Use your MP: MPs rely on real stories to push for reform. Sharing your family’s experiences can help keep SEND issues at the top of the agenda.
- Connect with other parents: Whether online or in person, sharing ideas, frustrations and solutions can help lighten the load and strengthen collective advocacy.
- Document everything: Keep records of meetings, emails, and plans. Having a clear paper trail makes it easier to challenge when promises aren’t met.
Disclaimer: The information in this article is provided for general interest and should not be considered medical, therapeutic or educational advice. Families are encouraged to seek support from qualified professionals regarding individual needs or concerns.
