Castro Kemp, Susana; Antalek, Catherine; Van Herwegen, Jo; Kemp, Peter; (2025) An International Analysis of SEND Policy and Practice: ScopeSEND PART 1. Nuffield Foundation: London, UK.

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Abstract

Supporting children and young people with special educational needs and disabilities (SEND) is essential not only for their educational progress and wellbeing but also for the broader aim of achieving inclusive and equitable education systems. There is an increasing interest in the development of inclusive policy and good practice to achieve these goals. England’s SEND policy landscape is in a period of significant reform. The UK Government is currently engaged in a wide-ranging review of education policy, with particular emphasis on addressing the longstanding SEND crisis and ensuring the system’s long-term sustainability. These reforms are a response to persistent concerns about the implementation and effectiveness of the framework introduced by the 2014 Children and Families Act. The limitations of the current system—both structural and experiential—are well documented (Boesley & Crane, 2018; Castro-Kemp et al., 2019, 2021; Lamb, 2025; Van Herwegen et al., 2018). These developments mirror broader international efforts to strengthen inclusive education systems and respond more effectively to the needs of children and young people with SEND

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