Fifteen years ago, schools were bending over backwards to identify and support children who needed extra help in terms of learning needs and differences. Today, the pendulum has swung the other way, and too many children are slipping through the cracks. The new IPPR Report, 'Breaking the cycle: A blueprint for send reform', captures this perfectly and presents a wake-up call we can't afford to ignore.

A system under strain. What the data tell us about inequalities in education

I remember the earlier era quite vividly. Back then, if a child showed even the slightest lag in processing speed, schools would rush to identify it, especially in the independent sector. Extra time in exams was common, and parents expected swift action. It was a system that leaned heavily towards inclusion, and my role was to ensure that every decision complied with the regulations and upheld the rigor of the examination system.One prestigious university even built a facility to support the growing number of students needing extra time. There was nothing sinister about it, simply a reflection of how many young people genuinely processed information differently. Many of them learned to compensate by becoming exceptionally fast and focused in other areas, turning what might have been seen as a weakness into a strength.

At the height of this, in 2010, when one-in-five pupils accessed support across the country, a wise headteacher said to me, "Marion, I'd prefer that our pupils are not given extra time. It's unhelpful. When I have a heart attack, the last thing I'll want is a cardiologist who needs extra time."

The hidden cost: When learning differences are misunderstood.

Fifteen years later the pendulum has swung as far as it can in the opposite direction. Attendance is falling, exclusions are rising and too many children are leaving school without having received the support they needed. GCSE results for these children are slipping and more young people are leaving education without a clear path forward. The system is struggling to process EHCPs (education, health and care plans) quickly enough, leaving children and families waiting months or even more than a year for the help they need.

Affluent parents still have the resources to navigate the system and 99 per cent of them win their court cases. Meanwhile teachers are left holding things together, and 88 per cent of them say that they need more support. The rest is a system that feels very stretched and the pressure is felt not only in family homes, but also in every classroom and staffroom of every affected school.

The IPPR Report, 'Breaking the cycle: A blueprint for send reform', calls for a system where every child can attend a local school and receive timely, high-quality support that adapts to their needs. It's a vision that feels urgent and deeply human.

Education for social justice: Why early support changes everything

I've seen first-hand why this matters. Some years ago, I witnessed a young person who struggled to tell the difference between similar-sounding words like 'brought' and 'bought'. What seemed like a small detail in a school setting, became a serious misunderstanding under intense scrutiny.

When they nervously switched between the two words, it was taken as a sign of dishonesty.

As someone with a background in Psychology of Education, I recognized it as a phonemic awareness issue, not deceit. But without formal assessment, there was no evidence to support that explanation. In a system where access to assessment is often determined by affluence, this kind of misunderstanding can have life-changing consequences.

Education for social justice isn't just a philosophy, it's a lifeline. When we make assessment and support accessible to all, we give every child the chance to be understood, to belong, and to thrive.

Building a fairer future: Listening, collaboration and compassion

If we want to break the cycle, we have to start by listening to teachers, to families and most importantly to the children themselves. Every child deserves to be seen for who they are, not judged by how quickly they process information or how well they fit a narrow mould.

The IPPR report reminds us that inclusion isn't a luxury, it's the foundation of a fair and collaborative society. When we invest in early intervention and evidence-based support, we are serving communities. Rather than chasing educational outcomes, we are transforming lives.

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Marion Long is an educator and advocate for inclusive learning, with a background in Psychology of Education. She writes about the intersection of policy, practice and social justice, championing early intervention and schools that serve their communities.

Let's keep the conversation going...

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REFERENCE

Morjaria A, Harris E and O'Brien C (2025) Breaking the cycle: A blueprint for special educational needs and disabilities (SEND) reform, IPPR. http://www.ippr.org/articles/breaking-the-cycle-send-reform