Explained: Given the choice, do we want SEND segregation in education?
Given the choice, do we want SEND segregation in education? is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
The special schools versus specialist facilities debate fails to appreciate that all educators should be working to support SEND students in mainstream settings, says Vasilis Strogilos The government recently announced the cancellation of some planned special schools and has instead given local authorities the option to develop more specialist facilities within mainstream schools (e. resourced provisions, specialist units).
Key details from the report
- This decision has prompted concern from parts of the specialist sector and some parent organisations, who argue this ignores the growing demand for special schools.
- It is important, however, to reflect on what this rising demand really tells us.
- The increasing call for more special schools should be understood not as clear evidence of their necessity, nor as proof of genuine parental choice, but as a symptom of a wider system failure: our ongoing inability to educate students with more complex needs effectively in mainstream schools.
- One of the most common arguments in favour of expanding special schools is that there is insufficient research evidence about the effectiveness of specialist facilities within mainstream schools.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
