Breaking Barriers: Understanding the Challenges SEND Families Face in Accessing Support
On 19 May 2026, ESDEG hosted a SEND Engagement Event, bringing together around 20 parents and carers of children with special educational needs and disabilities (SEND) from across the Ealing community. The session formed part of ESDEG’s Breaking Barriers campaign and ongoing engagement and research work to better understand the experiences of local families, identify barriers to accessing support and gather evidence to inform future community initiatives and advocacy work.
Through this campaign, ESDEG aims to run a series of workshops to support families who are struggling to understand the SEND system, particularly given the ongoing changes taking place across the country. In addition, ESDEG intends to grow a well-connected SEND community where parents and carers can access trusted information, share experiences and continue learning about their child’s needs in a safe and supportive environment.
The event took place against a backdrop of growing demand for SEND support nationally. According to the Department for Education, over 1.7 million pupils in England were identified as having special educational needs in January 2025, representing 18.4% of all pupils. At the same time, requests for Education, Health and Care Plans (EHCPs) continue to rise, placing increasing pressure on families attempting to navigate support systems and access timely interventions.
Throughout the session, parents shared their experiences of accessing services, understanding SEND processes and supporting their children at home. While discussions covered a range of topics, a key theme that emerged was the role of information accessibility and the extent to which parents are often required to undertake significant independent research to secure support for their children.
One parent, S, 32, reflected on her experiences supporting her child’s speech and language development. Having been born and educated in the UK, she explained that much of the progress made came through work she had undertaken independently at home after conducting her own research and sourcing additional resources. Her experience highlighted the level of initiative often required from parents seeking support and prompted wider discussion around the challenges faced by other families.
Several parents raised concerns regarding access to speech and language support and understanding the pathways available to them. While S had not personally experienced language barriers, parents discussed how families who have migrated to the UK may face additional challenges when navigating unfamiliar education, health and social care systems while simultaneously supporting their child’s development.
These discussions were particularly relevant within the context of Ealing’s diverse population. According to Census data, Ealing is one of London’s most diverse boroughs, with over half of residents identifying with an ethnic minority background. Parents reflected on how language barriers can make it more difficult to understand SEND terminology, assessment processes, referral pathways and available support services. Many of the parents attending the session were from Northolt, an area characterised by a diverse community and a range of socioeconomic circumstances that can shape families’ experiences of accessing services and support.
A recurring concern was the accessibility of information itself. Parents reported that guidance is often spread across multiple services, websites and organisations, requiring families to piece together information independently. Some described feeling overwhelmed by the volume of information available and uncertain about which sources could be trusted.
We were pleased to welcome Ramandeep from IPSEA, the leading charity specialising in SEND law, who facilitated discussions around SEND rights, EHCP processes and available support resources. Through these conversations, parents provided valuable insight into how they engage with information and the barriers they encounter when seeking advice.
A significant finding from this discussion was that many parents felt discouraged by text-heavy resources, lengthy guidance documents and long-form video content. Parents explained that information can often feel overwhelming, particularly when navigating unfamiliar terminology or when English is not their first language. Participants expressed a preference for clear, concise information, practical examples, simplified guidance and opportunities to ask questions directly.
The discussion highlighted how inaccessible information can contribute to confusion and misinformation. Where official information is difficult to understand or navigate, families may rely on informal advice shared through social media, community networks or word of mouth. While these sources can provide valuable peer support, they may not always offer accurate or up-to-date guidance, potentially creating further barriers to accessing appropriate support.
The findings suggest that access to SEND support is influenced not only by the availability of services but also by a family’s ability to locate, understand and apply information. Parents’ experiences indicate that the ability to advocate effectively for a child can be shaped by factors such as language proficiency, familiarity with UK systems, confidence in engaging with professionals and access to trusted information sources.
The insights gathered during this engagement session will help inform ESDEG’s future research, community workshops and advocacy work as part of the Breaking Barriers campaign. Parents identified a need for further support around speech and language development, EHCP processes, behaviour support, mental health and well-being, and navigating local SEND services.
As a direct response to the challenges raised by parents during the engagement session, ESDEG is currently developing a parent-friendly SEND Information Workbook designed to make key information more accessible and easier to navigate. The workbook will provide clear, practical guidance on SEND processes, local services, referrals, EHCPs, speech and language support and other commonly requested topics identified through our research and engagement activities.
The resource is being developed with accessibility in mind, using straightforward language, practical examples, signposting to trusted services and space for parents to record important information and action points. By bringing together key information in one place, ESDEG hopes to reduce some of the barriers families face when trying to understand and access support.
Alongside the workbook, ESDEG will be delivering a series of SEND workshops for parents and carers. These sessions will provide opportunities to learn more about SEND processes, ask questions, access trusted information and connect with other families facing similar experiences. Through this ongoing programme of support, ESDEG aims to strengthen the local SEND community and empower parents with the knowledge and confidence needed to advocate for their children.
As ESDEG continues its engagement with families across Ealing, these findings will contribute to a broader understanding of the barriers parents face and help shape more accessible, inclusive and responsive support for SEND communities. We also look forward to strengthening our collaboration with IPSEA to explore how SEND information and resources can be made more accessible for local families, including opportunities to provide further workshops and one-to-one support for parents navigating the SEND system.
Libin Mohamud
Communications and Campaigns Officer