The broken system and why we must rethink school exclusions and SEN Support
For the past few months, I’ve been sitting on this—processing, reflecting, and honestly, feeling heartbroken. A recent report showed that school exclusions in England have risen by over 20% in the past year, and I can’t say I’m surprised. Time and time again, the system fails our most vulnerable children, particularly those with Special Educational Needs (SEN). Instead of supporting them, schools often resort to punishments—suspensions, exclusions, removals—blaming the child instead of asking the bigger question: Why is this happening?
I know firsthand how critical proper support is. My sister has Down syndrome, and when we moved to this country, she did receive help—something my family will always be grateful for. But it wasn’t just about funding or moving schools; it was about her environment. The biggest difference wasn’t just having the right placement, but having the right people—those who were empathetic, understanding, and willing to work with her rather than against her. That’s where the real gap in our system lies.
SEN Children Are Being Overlooked
It’s not just about exclusions. Another recent study has revealed that too many children are struggling just to be recognised as having SEN in the first place. The system is inconsistent—if a child is in an academy rather than a local authority school, they might not be identified as needing support. If they are an English as an Additional Language (EAL) student, they might slip through the cracks. If they have poor attendance due to illness, they might never get assessed properly. It’s a postcode lottery. Some kids get the help they need. Others are left to struggle.
And then there’s the battle parents face. The number of successful complaints against councils’ handling of SEN cases has quadrupled in four years. Quadrupled. Parents are fighting relentlessly for Education, Health, and Care Plans (EHCPs), battling delays, rejections, and a system that does everything to push back instead of support. In the meantime, their children are missing out on vital education, suffering in environments that don’t meet their needs.
Why I Do This Work
This is exactly why I joined Acorn to Oak Education. Parents of SEN children are often ignored, dismissed, and exhausted from the constant fight. I wanted to help bridge that gap—to make sure their voices are heard and that their children get the support they deserve.
But support isn’t just about moving a child to a new school or throwing money at a problem. It’s about working within schools to change the system. If schools don’t have the right training, knowledge, and strategies, then no amount of reshuffling will help these children thrive.
That’s why we focus on providing direct support within schools—offering specialist coaching for teachers, SEN tutors to work with students, and specialist mentoring to help with emotional regulation, organisation, and other challenges that children with ASD, ADHD, SPLD, and dyslexia may face. Sometimes, just one weekly session with a mentor can make all the difference for a child struggling with anxiety, social difficulties, or self-regulation.
Keeping Kids in School—But Supported
At Acorn to Oak, we don’t believe in removing kids from schools just because they are struggling. We believe in helping the schools adapt to better support them. Schools are under pressure, yes, but that pressure can be eased by working with specialists who understand these children’s needs. Instead of pushing kids out, we need to help teachers understand behaviour’s—not as defiance, but as communication.
A child with autism who lashes out is not trying to be rude. They might be overwhelmed, struggling with sensory overload, or unable to regulate their emotions in the moment. Instead of punishing them, schools need the skills to de-escalate, support, and teach healthier coping strategies.
This is the change we’re working towards. Because if we don’t fix the system from within, nothing will ever change. Councils will keep pushing kids to different schools, parents will keep fighting the same battles, and children will continue to feel unsupported.
It’s time to do better. And we’re here to make sure that happens.
References
Chaminda Jayanetti. (2025, February 9). Successful special educational needs complaints in England quadruple in four years. The Guardian; The Guardian. https://www.theguardian.com/education/2025/feb/09/successful-special-educational-needs-complaints-in-england-quadruple-in-four-years
Weale, S. (2024, September 5). School exclusions rise by fifth in England in past year, study finds. The Guardian; The Guardian. https://www.theguardian.com/education/article/2024/sep/05/school-exclusions-rise-by-fifth-england-past-year-study
Weale, S. (2025, February 11). Some pupils in England less likely to have special needs identified, study shows. The Guardian; The Guardian. https://www.theguardian.com/education/2025/feb/11/pupils-england-special-needs-identified-send-education-policy