A Co-Produced Analysis of SEND Policy for Children and Young People: Centring Racial and Ethnic Equity, Mental Health & Accountability

Decades of documented ethnic disproportionalities in Special Educational Needs and Disability (SEND) provision raises concerns that current practices may be culturally insensitive for racially and ethnically minoritised children and young people. Provision for Social, Emotional and Mental Health (SEMH) needs may be particularly vulnerable to culturally insensitive practices driving disproportionalities. Despite the well-established role of social determinants of health and growing awareness of the need for cultural safety and trauma-informed practices, their integration into UK policy remains unclear, with limited research examining equity-oriented approaches in SEND policy. This study, co-produced with peer researchers and community stakeholders, examined national and local SEND policy and guidelines in England across three domains: justice and equity; specificity of content related to mental health, cultural safety and trauma-informed practice; and components of effective implementation. Systematic searches of government and local authority websites identified eligible content which we analysed using a co-developed coding framework. We calculated the frequency of content meeting baseline criteria and examined the patterns and implications across the three domains. Findings revealed significant gaps and opportunities for improvement, highlighting the need for stronger accountability measures and a more explicit focus on equitable practices in guiding SEND provision. The research highlights the need to establish a unified vision for a more equitable system that centres children and young people’s rights to education, health and participation.