The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties

Abstract

This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multiagency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.

‘Forget the Health and Care and just call them Education Plans’: SENCOs' perspectives on Education, Health and Care plans

“…Yet, examples of effective multi‐agency working varied between regions, reflecting a lack of clarity within SEN reforms about multi‐agency working in practice (Craston, Thom, and Spivack, ; Redwood, ). Indeed, Norwich and Eaton () argued that there may be an assumption from LAs that collaboration should simply fall into place because reforms have been established; however, multi‐agency working is not simply about agencies co‐operating – the true benefit lies in sectors co‐ordinating their services (Roaf, ).…”

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

“…Similar to American terminology, international disability categories include definitions that encompass students who have behavioural, emotional or social difficulties that are significantly greater than those of their peers and which adversely affect education. Examples of international categories include social, emotional and mental health (SEMH); behavioural, emotional and social difficulties; emotional disturbance (ED); and social, emotional and behavioural difficulties (Department of Health, ; Norwich and Eaton, ; U.S. Department of Education, ). Prevalence of students receiving services for EBD‐related categories is similar across several developed nations (e.g., the United States, Ireland, the UK).…”

Capturing the Voices of Children in the Education Health and Care Plans: Are We There Yet?

“…The Voices of Children With SEND substantial ones in the UK over the last two decades (Department for Education, 2014;Norwich and Eaton, 2015;Curran et al, 2017). The CFA introduced the Education, Health and Care plans (EHC plans) to replace previous statements of Special Educational Needs.…”

“…In England, there is increased emphasis on participation of children and young people in the decision-making process through the new SEND Code of Practice, which was introduced following the enactment of the Children and Families Act (CFA) 2014 (Department for Education and Department of Health, 2015). These reforms have been described as the most Palikara et alThe Voices of Children With SEND substantial ones in the UK over the last two decades (Department for Education, 2014;Norwich and Eaton, 2015;Curran et al, 2017). The CFA introduced the Education, Health and Care plans (EHC plans) to replace previous statements of Special Educational Needs.…”