Growing concentrations of pupils with special educational needs and disabilities (SEND) in a minority of mainstream schools are placing increasing strain on school infrastructure, staffing and resources, according to new research from the National Foundation for Educational Research (NFER).
The report warns that the Government’s ambition to create a more inclusive mainstream education system could be difficult to deliver unless SEND provision and responsibility are more evenly distributed across schools.
The findings highlight mounting operational pressures as schools adapt buildings, learning spaces and support services to accommodate increasingly complex needs.
The research found that SEND demand remains heavily concentrated. Primary schools with the highest proportion of pupils holding Education, Health and Care Plans (EHCPs) had, on average, six times more pupils with EHCPs than those with the lowest levels. Similar disparities were identified across secondary schools.
At the same time, fewer than one in five schools said they are currently able to meet the needs of all pupils on their roll, suggesting a widening gap between SEND demand and school capacity.
For estates teams, this growing concentration is likely to intensify demand for specialist spaces, sensory environments, inclusion bases and accessible facilities, while also increasing pressure on pastoral and operational support services.
The report also suggests that schools known for strong inclusive practice are increasingly becoming ‘default’ placements for pupils with additional needs, creating sustained pressure on staffing, budgets and physical infrastructure.
Meanwhile, the Government’s proposed expansion of inclusion bases within mainstream schools may create additional procurement and estates challenges. Researchers caution that these provisions are not a ‘silver bullet’, with successful delivery dependent on staffing, design, integration and long-term resourcing.
The findings are likely to reinforce calls for more strategic investment in SEND-ready learning environments, specialist equipment and adaptable school estates.
The report also points to growing demand for integrated solutions spanning accessibility, wellbeing, classroom flexibility and specialist support infrastructure.
