A damning survey by the National Education Union (NEU) has laid bare the stark reality facing children with special educational needs and disabilities (Send) in England's state schools: a system struggling under the weight of chronic underfunding and inadequate support. The poll of 10,000 teachers paints a picture of classrooms where inclusion is a goal, but not a reality, with teachers feeling overwhelmed and students being left behind.

The survey reveals that a staggering 89% of teachers believe class sizes are simply too large to provide the individualized attention and support that Send students require. This overcrowding is compounded by a lack of support staff, with 83% of teachers citing insufficient numbers of classroom assistants as a major barrier to inclusion. The result is a system where teachers are stretched thin, forced to juggle the needs of diverse learners with limited resources, and ultimately unable to provide the high-quality education that every child deserves.

Perhaps most disturbingly, 69% of teachers reported a lack of access to specialist services for Send pupils. One teacher's account of a suicidal student languishing on a six-month waiting list for mental health support is a chilling illustration of the consequences of this neglect. Such delays can have devastating impacts on students' well-being and academic progress, perpetuating cycles of disadvantage.

While the government's recent white paper promises improvements to inclusion in mainstream schools and a radical overhaul of the special educational needs system, the NEU survey suggests that these plans are woefully inadequate. The proposed £1.6 billion over three years to improve inclusion, along with £1.8 billion for local authorities to hire specialists and £200 million for teacher training, falls far short of what is needed to address the scale of the problem. As NEU general secretary Daniel Kebede points out, the inclusion grant would amount to a paltry £13,000 for an average primary school – barely enough to cover the cost of a part-time teaching assistant.

Furthermore, the government's plan to shift the responsibility for assessing pupils with special needs and creating individual support plans onto mainstream schools is likely to exacerbate the existing workload crisis. Teachers are already struggling to cope with large class sizes and limited resources; adding these additional administrative burdens will only further strain the system and detract from their ability to focus on teaching. The government must invest in more support staff, reduce class sizes, and improve access to specialist services if it is serious about creating a truly inclusive education system.