New report highlights SEND as the leading barrier to future learning
The Pearson School & College Report 2026 highlights growing pressures and priorities around special educational needs and disabilities (SEND) across schools and colleges. Drawing on five years of data and the voices of 50,000+ learners, education professionals and sector experts, the report reflects on trends, changes and building foundations for what’s next – from skills and future readiness to impact-focused tech-enabled learning.
The latest report identifies SEND as one of the most significant challenges facing education professionals. Nearly two-thirds of teachers (63%) report increasing concern about SEND prevalence, and supporting learners with SEND is a top three challenge in both primary and secondary settings.
SEND is also seen as the leading barrier to learning, with 72% of teachers identifying it as a key issue, rising notably in recent years. This reflects wider patterns of unmet need, increasing complexity, and pressure on school resources.
Despite these challenges, schools are taking action:
- Expanding in-school SEND support is the top improvement focus in primary schools and a key priority in secondary settings.
- There is growing emphasis on inclusive practice, including more diverse resources and improved accessibility.
Technology is playing a role, particularly in supporting accessibility for learners with SEND.
Learners’ views reinforce this picture:
- Many report struggling to learn in the same way as peers or lacking confidence in their abilities.
- At the same time, learners value teacher support and inclusive environments where they feel accepted and able to succeed.
The report also highlights wider linked pressures such as rising concerns about mental health and wellbeing and increasing disengagement and attendance issues. These factors often intersect with SEND compounding challenges for learners and staff.
Overall, the report shows a system under strain but actively responding. Continued focus on early identification, inclusive teaching, staff training, and collaboration with external services will be critical to meeting growing need.
