Report on the UK’s Special Educational Needs and Disabilities (SEND) System: A Crisis and an Opportunity for Advancing Sustainable Development Goals

Executive Summary

The United Kingdom’s Special Educational Needs and Disabilities (SEND) system is experiencing a severe crisis, marked by financial unsustainability and systemic failures that directly contravene key Sustainable Development Goals (SDGs). A 71% increase in Education, Health, and Care Plans (EHCPs) since 2018 has contributed to a projected £3.3 billion deficit in high-needs funding for local authorities by 2024. The current framework fails to uphold commitments to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) by creating disparities in access and support for vulnerable students. Impending government reforms, however, present a significant opportunity to realign the system with these goals. This report analyses the crisis and outlines strategic investment areas in EdTech, infrastructure, and public-private partnerships that can drive progress towards SDG 9 (Industry, Innovation, and Infrastructure) and SDG 17 (Partnerships for the Goals), fostering a more inclusive and equitable educational landscape.

Systemic Failures and Non-Compliance with SDG 4 and SDG 10

Financial Unsustainability and Educational Inequality

The acute financial strain on local authorities undermines the core principles of inclusive and equitable education. Despite a 59% real-terms increase in central government spending, per-EHCP funding has declined by a third since 2015–16. This disparity, exemplified by the cost difference between independent (£61,500 per pupil) and state-funded (£23,900 per pupil) special schools, has resulted in a “postcode lottery” for support. This directly violates SDG 10.2, which calls for the social and economic inclusion of all, including persons with disabilities, and SDG 4.5, which mandates equal access to all levels of education for the vulnerable. The National Audit Office projects that without reform, deficits could reach £8 billion by 2027, further jeopardising the provision of quality education for all.

The Moral and Social Imperative for Reform

The current system is widely acknowledged as “broken,” representing a failure to provide the safe, inclusive, and effective learning environments stipulated in SDG 4.a. The struggle of parents to secure necessary support through legal action highlights a systemic barrier to educational equity. Reform is therefore not merely a fiscal necessity but a moral imperative to fulfil national and international commitments to disability rights and the overarching goal of quality education for every child.

Reform Initiatives as a Catalyst for Achieving SDGs

Government Strategy and Policy Alignment

Forthcoming government reforms, expected in the Schools White Paper (autumn 2025), are poised to create a framework that actively promotes sustainable development. Key initiatives already signal a strategic shift towards early intervention, mainstream inclusion, and technological integration, creating opportunities to advance multiple SDGs.

• Assistive Technology: A £1.7 million pilot program for assistive technology lending libraries supports SDG 4.a by upgrading learning environments and promotes SDG 9 by fostering innovation in educational tools.
• Digital Infrastructure: A combined £45 million investment in wireless and fibre network upgrades directly addresses SDG 9.c by increasing access to information and communications technology in schools.
• Public-Private Partnerships (PPPs): The allocation of £12 billion to inclusive education, alongside guidance encouraging collaboration, is a direct implementation of SDG 17.17, which promotes effective public-private partnerships to achieve sustainable development goals.

Investment Landscape for Advancing Inclusive Education Goals

The impending reforms create a fertile landscape for investments that align with and accelerate progress towards the SDGs. The following areas offer significant potential for impact and growth.

1. Education Technology (EdTech) for Inclusive Learning (SDG 4 & SDG 9)

   The demand for adaptive, AI-driven educational solutions is critical for achieving the goals of SDG 4.5. Companies developing tools that provide personalised support for neurodivergent students or those with disabilities are at the forefront of educational innovation (SDG 9). Firms such as Texthelp and Brain in Hand offer scalable solutions that improve learning outcomes and reduce teacher workload, directly contributing to a more equitable and effective education system.

2. Public-Private Partnerships in Infrastructure (SDG 9 & SDG 17)

   Investment in PPPs is essential for building and upgrading education facilities to be disability-sensitive, as required by SDG 4.a. The Procurement Act 2023 will streamline opportunities for private sector firms to partner with local authorities on infrastructure upgrades and technology integration. Companies like Arquella, which adapt smart sensor technology for school environments, exemplify the cross-sector innovation (SDG 9) that can be leveraged through effective partnerships (SDG 17).

3. Inclusive Education Startups (SDG 4 & SDG 10)

   Niche startups are emerging to address specific gaps in SEND provision, directly supporting SDG 10.2 (promoting inclusion) and SDG 4.5 (ensuring equal access). Ventures like Suited Tutor, which offers personalised tutoring for students with ADHD/SEN, demonstrate a market for hyper-personalised services that cater to the needs of the 638,700 students with EHCPs, reducing inequalities of outcome.

Strategic Recommendations for SDG-Aligned Investment

• Diversify Across Sectors: Allocate capital across EdTech (advancing SDG 4), infrastructure (SDG 9), and specialised service startups (SDG 10) to build a resilient portfolio that supports multiple facets of the reform agenda.
• Focus on Scalability: Prioritise companies with modular and scalable solutions that can be deployed nationwide to maximise impact and accelerate progress towards achieving national SDG targets in education.
• Monitor Policy Signals: Track policy developments, including the Schools White Paper and budget updates, to ensure investments remain aligned with public sector priorities and strategies for achieving a more inclusive education system.

Conclusion: The Imperative for Reform and Investment in Sustainable Development

The crisis in the UK’s SEND system represents a critical failure to meet foundational commitments to the Sustainable Development Goals. However, the inevitability of reform presents a unique opportunity to rebuild the system on principles of equity, inclusion, and innovation. Strategic investment in companies that align with the government’s vision for a fairer system is not only a significant financial opportunity but an essential mechanism for advancing the UK’s progress towards SDG 4, SDG 9, SDG 10, and SDG 17. Acting now allows investors to become key partners in creating a sustainable and equitable future for all learners.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The entire article is centered on the UK’s Special Educational Needs and Disabilities (SEND) system. It directly addresses the challenges and opportunities in providing “inclusive education” for students with disabilities, which is a core component of SDG 4. The discussion revolves around funding, infrastructure, and technology aimed at improving learning environments for these students.

• SDG 10: Reduced Inequalities

  The article highlights significant inequalities within the education system. It describes a “postcode lottery” where access to support depends on a student’s location. It also points out the financial disparity between independent special schools (£61,500 per pupil) and state-funded institutions (£23,900), indicating unequal opportunities and outcomes for children with disabilities based on geography and economic factors.

• SDG 9: Industry, Innovation, and Infrastructure

  A major focus of the article is on the role of technology and infrastructure in reforming the SEND system. It details specific government initiatives like “£25 million for wireless network improvements and £20 million for fibre upgrades in schools” and a pilot program for “Assistive Technology.” This directly relates to building resilient infrastructure (9.1) and fostering innovation (9.b) to support education and inclusion.

• SDG 17: Partnerships for the Goals

  The article strongly advocates for and analyzes the role of “public-private partnerships (PPPs).” It notes that the government’s high-needs funding guide “encourages collaboration between special and mainstream schools” and that the Procurement Act 2023 will “streamline PPP contracts.” This emphasis on collaboration between government, local authorities, and private companies (EdTech, infrastructure) is a clear example of SDG 17 in action.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.5: Ensure equal access to all levels of education for the vulnerable, including persons with disabilities.

  The article’s core subject is the struggle to provide adequate support for students with disabilities through Education, Health, and Care Plans (EHCPs). The “postcode lottery” and funding deficits are presented as direct barriers to achieving the “equal access” described in this target. The proposed reforms aim to create a “fairer, more inclusive system” for these vulnerable students.

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

  The article mentions specific investments aimed at upgrading educational facilities, such as the “£25 million for wireless network improvements” and the expansion of companies like Arquella (smart fall detection systems) into schools. These initiatives are designed to make learning environments more accessible and effective for students with disabilities, directly aligning with this target.

• Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of… disability.

  The government’s stated goal of “mainstream inclusion” and the focus on assistive technologies that help neurodivergent students manage anxiety and planning (e.g., Brain in Hand) are efforts to promote the social and educational inclusion of people with disabilities, as called for by this target.

• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

  The article identifies the government’s encouragement of PPPs as a key opportunity for investors. It cites the “2025–26 high-needs funding guide” which promotes collaboration and the Procurement Act 2023, which facilitates these partnerships. This directly reflects the goal of fostering multi-stakeholder partnerships to achieve sustainable development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Number of students with Education, Health, and Care Plans (EHCPs): The article states there are “638,700 EHCP-eligible students” and notes a “71% surge in EHCPs since 2018.” This figure serves as a direct indicator of the number of students with disabilities identified as needing significant support, relevant to Target 4.5.
• Funding levels and deficits: The article provides several financial metrics that act as indicators of the system’s health. These include the “£3.3 billion deficit in high-needs funding,” the “£2–3 billion annual rise in high-needs spending,” and the per-pupil cost disparity (£61,500 vs. £23,900). Reducing the deficit and the cost disparity would indicate progress toward Target 10.2.
• Investment in infrastructure and technology: Specific financial commitments are mentioned, such as “£25 million for wireless network improvements,” “£20 million for fibre upgrades,” and a “£1.7 million pilot program” for assistive technology. These figures are direct indicators of investment in disability-sensitive educational facilities (Target 4.a).
• Adoption of EdTech solutions: The article provides metrics on the use of technology, such as Texthelp’s tools being “used in 40,000 UK schools” and the assistive tech pilot reaching “4,000 schools.” These numbers can be used to track the progress of technology integration in schools (Target 4.a and 9.c).
• Development of Public-Private Partnerships: The article points to the Procurement Act 2023 creating a “predictable pipeline for companies.” The number and value of contracts established under this act would be a clear indicator of progress toward Target 17.17.

4. Summary Table of SDGs, Targets, and Indicators

Source: ainvest.com