Teachers have blasted the UK's special educational needs system, with only 10% believing it works well for children. 72% say the current system fails kids, yet 56% expect anticipated reforms to negatively impact SEND pupils with complex needs.

But even before the government's promised reforms are fully detailed, educators have expressed overwhelming pessimism about anticipated changes. 67% fear any changes will increase mainstream provision without adequate support. A survey of 1,023 teachers – which was carried out by YouGov for Bett, the annual education technology exhibition – shows a profession caught between a system they know is broken and expected solutions they believe will make things worse.

Teachers are split down the middle on whether special needs are being diagnosed correctly. Equal numbers see over-diagnosis (31%) and under-diagnosis (33%) happening simultaneously, with secondary teachers significantly more likely to believe too many children are being labelled as SEND (44% compared to 24% of primary teachers).

Bett 2026 research: many teachers say SEND system “not working” for children

42% believe disadvantaged pupils are more likely to be incorrectly labelled as SEND, suggesting challenges in distinguishing between learning difficulties and barriers created by disadvantage.

With the government's white paper expected imminently and councils warning of bankruptcy without changes, teacher expectations about likely reforms paint a bleak picture. More than half anticipate negative impacts on SEND pupils with complex needs (56%), moderate learning difficulties (53%), and social and emotional problems (57%).

The inclusion dilemma splits teachers' hearts and minds. 64% see social skills benefits when SEND pupils learn alongside mainstream students, with 71% noting improved empathy in other children. Yet the academic picture tells a different story. 53% believe SEND pupils' learning suffers in mainstream settings, while 49% worry about negative impacts on their classmates. Most damaging of all, four in five teachers admit they struggle to teach SEND students alongside mainstream students in their lessons.

Teacher fears about anticipated reforms centre on capacity. With councils facing collective SEND deficits of £5 billion, teachers suspect changes are driven more by financial desperation than educational vision. 50% worry about reduced funding for mainstream schools, while 36% doubt staff will receive adequate training for expanded responsibilities.

Current arrangements see 76% of SEND pupils fully integrated into mainstream classrooms, yet teachers are evenly split on whether this serves children well. Three in ten believe most SEND students would benefit from being educated in specialist schools, while a similar proportion (28%) favour mainstream placement.

What teachers want reveals the gulf between policy ambitions and classroom realities. 65% of the teachers polled prioritise additional teaching assistant support, while 58% want smaller class sizes when teaching SEND pupils. Such practical interventions could improve outcomes immediately, yet they require resources that cash-strapped councils cannot provide.

The research also exposes some uncomfortable truths about how the current system operates. 63% of teachers blame mental health issues being confused with special educational needs for over-diagnosis, while similar numbers (61%) see parents seeking diagnoses primarily to secure exam advantages for their children.

Even more troubling, 26% suspect schools are motivated to pursue education, health and care plans primarily to avoid paying support costs themselves.

“The data paints a picture of a profession grappling with impossible choices,” says Duncan Verry, Portfolio Director at Bett.

“Teachers see both over-diagnosis and under-diagnosis happening simultaneously. They recognise the social benefits of inclusion while struggling with its academic realities. They want to help every child succeed but lack the resources to do so effectively.”

“What emerges from these findings is not just a system in crisis, but a workforce caught between idealistic policy and practical reality. When four in five teachers find it difficult to teach SEND students alongside mainstream students, we cannot simply dismiss this as resistance to change. These are professionals who entered education to help children learn, and they are telling us the current system is failing both SEND pupils and their classmates. Teachers are sounding the alarm. The question is not whether change is needed, but whether we all have the courage to act on what they're telling us.”

Jack Churchill, Chair of The British Assistive Technology Association, comments: “The pessimism revealed in this report is understandable. Teachers are overwhelmed, under-resourced and facing demands that often feel impossible. Yet pessimism and pragmatism can coexist. While we acknowledge the scale of the challenge, we can also recognise that some solutions exist right now, not in some distant reformed system.”

“But technology alone cannot solve the SEND crisis. It must be part of a broader ecosystem of support that includes training, professional development and practical guidance.”

Kayleigh Hunt, Technology Innovation Manager at National Star - a specialist further education, training, personal development and residential services for people with physical and learning disabilities and acquired brain injuries – says: “We welcome the ambition of this report, particularly its focus on improving outcomes for learners with additional needs.”

“However, like Natspec, we are concerned that the essential role of specialist further education colleges is not fully recognised. Specialist colleges provide tailored environments where assistive technologies are embedded into learning, communication, and independence in ways that mainstream settings cannot always achieve. Equipped with individual resources and staffed by specialist Assistive Technologists, we ensure that learners have personalised solutions to access their education.”

“To deliver on the report’s vision, government reforms must acknowledge the unique contribution of specialist FE and ensure that learners have equitable access to the right technologies, support, and opportunities.”

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