How pupils with special educational needs are more likely to see their schools close
How Pupils with Special Educational Needs Face School Closures
How pupils with special educational needs - Blake, a nine-year-old boy with autism and ADHD, now navigates the quiet, overgrown playground of his former primary school in Hackney, a place that once buzzed with familiar faces. The closure of St Dominic’s last year left the modular buildings empty, a stark symbol of the challenges faced by children with special educational needs (SEN) as schools shutter due to declining enrollment. His mother, Christina, shares how the transition has disrupted Blake’s sense of security. “He started waking up four to seven times a night from anxiety, struggling to adjust to a new school and unfamiliar people,” she explains. Despite forming a few friendships, Blake still clings to the idea that the new environment isn’t “his school,” fearing that these bonds might fade, leaving him isolated once again.
The Growing Trend of School Closures in England
Over the past five years, more than 100 state-funded schools in England have closed, driven by a 3% drop in pupil numbers since 2018-19 and projected further declines of 7% by 2030. While the National Audit Office (NAO) notes similar trends in Scotland, Wales, and Northern Ireland, the BBC’s data analysis reveals a troubling pattern: children with special educational needs are disproportionately affected. Schools closing between 2020 and 2025 had nearly 30% of students with SEN, compared to the national average of 20%. This disparity raises concerns about the systemic challenges in supporting these learners amid financial pressures.
Disproportionate Impact on SEN Students
When examining school closures between 2020 and 2025, the data shows that schools with higher SEN student populations are more likely to shut down. Even after excluding special schools and pupil referral units, the proportion of SEN students in closed schools remains elevated. The Department for Education (DfE) acknowledges this trend, stating that new guidelines will be introduced this autumn to help schools adapt to shifting needs. “We are working to repurpose spaces for early SEND support and school-based nurseries,” a DfE spokesperson said, emphasizing the broader focus on inclusion and resource optimization.
The government’s recent SEND reforms, announced in February, aim to improve mainstream inclusion, provide earlier interventions, and streamline support for families. However, many parents remain uncertain about their effectiveness. For Blake’s family, the uncertainty is palpable. “He’s still struggling with the closure,” Christina says. “His emotions are more volatile, and he sees the new school as a place that doesn’t feel right.” This anxiety highlights the emotional and practical stakes for children with special educational needs, who often rely on stable, tailored environments to thrive.
Why SEN Students Are More Vulnerable to Closures
Experts like Luke Sibieta of the Institute for Fiscal Studies (IFS) attribute the closures to financial constraints. Since 2019, primary school enrollments in England have fallen by 150,000, with secondary schools expected to face similar declines. School funding, which is tied to enrollment numbers, makes it harder for institutions with higher SEN populations to stay afloat. “Fewer students mean less financial viability,” Sibieta explains. Schools serving SEN students often require specialized staff, adapted curricula, and additional resources—factors that become more costly as enrollment drops. This creates a cycle where schools with SEN students are more likely to close, exacerbating the challenges for families and learners.
Unfilled school places have risen from 10% to 14% in the last five years, according to the NAO. Schools with lower attendance face closure risks, and the data suggests that those with a higher proportion of SEN students are disproportionately targeted. Our analysis of DfE records shows that around 2,000 children with special educational needs were in schools that closed during this period. This highlights a critical question: why are schools that serve SEN students more vulnerable? Sibieta notes that closures may reflect both financial strain and systemic difficulties in adapting to the unique needs of these learners. “Schools with SEN students often have distinct requirements, which can be harder to sustain during downturns,” he adds.
Reforms and the Path Forward
While the government’s reforms include measures to enhance inclusion and early support, parents like Christina remain cautious. “Everyone agrees the system isn’t working, but we’re not sure if the changes will help,” she says. The goal is to create more equitable access to resources, yet the emotional toll on children with special educational needs persists. For Blake, the uncertainty of a stable school environment is a constant source of stress. As the DfE rolls out new guidelines, the hope is that these steps will mitigate the impact of closures on SEN students. However, the journey to ensuring their needs are met continues, requiring sustained investment and policy adjustments to