Govt funds research into earlier identification of SEND needs

The government has announced today (20 November) that researchers, charities and educators will test new data tools aimed at identifying special educational needs earlier.

The initiative – part of a £500m research and development accelerator designed to tackle major national challenges – will explore approaches that could enable schools to spot children’s needs sooner and put evidence-based interventions in place more quickly. Over 1.7 million pupils in England are currently identified as having special educational needs, but many families face long waits and inconsistent support across the system.

Delivered by UK Research and Innovation in partnership with the Department for Education (DfE), the work has been allocated an initial £4m to develop and test methods for earlier identification. Successful pilots could be rolled out to schools by 2028. Researchers will examine how data on learning, classroom engagement and wellbeing might help teachers and families work together to monitor progress and tailor support.

The programme forms part of wider reforms intended to transform the SEND system and expand early support, including £740m for specialist places and early language initiatives. Officials said the research will be subject to data-protection, safeguarding and ethical requirements.

Science minister Lord Vallance said: “Every child deserves the chance to succeed at school – and research and innovation can help ensure that is a reality for those who might need a little extra support.

“By combining our world-class science base with the expertise of teachers and charities, we can find smarter, faster ways to identify barriers to children’s learning and provide the right support earlier.”

Schools minister, Georgia Gould, said: “Early intervention is at the heart of our mission to fix the SEND system through the Schools White Paper.

“This research will help us identify children’s needs sooner and put the right support in place faster – meaning better outcomes for children, more confidence for parents and practical tools for teachers.”

Amanda Allard, director of the Council for Disabled Children, added: “We are pleased and reassured by the commitment to research into the early identification of special educational needs, as well as the development of tools and resources to support professionals working across early years settings and schools.

“We know that early identification of need and support for children can result in positive outcomes in learning and socio-emotional development.”

Further details of SEND reform are expected in a Schools White Paper early in the new year. The special educational needs identification and support challenge is the fourth announced under the accelerator programme, with more due later in November.