Children with language barriers, for whom English is not their first language, are also less likely to be identified with Send, as are those with high levels of sickness absence and frequent school moves, because their needs remain hidden as they are less visible in school.
Jo Hutchinson, the director for Send and additional needs at the EPI, said: “Our research has confirmed the existence of the long-suspected lottery for Send in primary and secondary schools in England and pinpointed several groups of children who are at elevated risk of missing out on support.
Some pupils in England less likely to have special needs identified, study shows Research by Education Policy Institute highlights groups it says are at greater risk of missing out on Send support.
“Children whose needs were less visible in school due to frequent absences or school moves, those living in heavily academised areas, the least-advantaged living in areas of high deprivation, and girls with emotional disorders, all faced risks of under-recognition.”.
Children in England experience huge variations in having their special educational needs identified depending on school type, background and levels of absence, according to research by the Education Policy Institute (EPI).
