Special Educational Needs Pupils Face School Closure Risks

A Personal Story of Loss and Transition

How pupils with special educational needs – Blake, a nine-year-old boy with autism and ADHD, now clings to the locked gates of his former primary school, St Dominic’s in Hackney, during a visit. The school closed last year due to declining enrollment, leaving its once-bustling playground overgrown and its modular buildings eerily quiet. For Blake, the closure marked a significant emotional shift. His mother, Christina, explains how the school’s disappearance has been a challenge for him. “He started waking up four to seven times a night because of the anxiety of being in a new school with new people he doesn’t know,” she says. “He was just like a little nervous wreck.” Though he has formed some connections at his new school, Blake still feels a sense of disconnection, calling it “not my school.” He fears that even the friendships he has built might be lost if the environment changes again.

“He’s scared to open up again in case that friend gets taken away.”

The Wider Context of School Closures

Over the past five years, more than 100 state-funded schools in England have closed, driven by a steady decline in student numbers. Analysts note that this drop is largely due to falling birth rates, a trend that has continued for several years. A National Audit Office (NAO) report highlights the urgency of the situation, showing a 3% decrease in student numbers since the 2018-19 academic year. Projections suggest an additional 7% decline in the next five years, which could lead to further closures. Similar patterns are evident in Scotland, Wales, and Northern Ireland, where education systems are managed independently. These closures are not just administrative changes—they signal a shifting educational landscape with long-term consequences for students and their families.

Disproportionate Impact on SEN Students

Analysis by the BBC’s data journalism team reveals that children with special educational needs (SEN) are disproportionately affected by school closures. Between 2020 and 2025, nearly 30% of students in schools that closed had SEN provisions, compared to about 20% in the general population. This gap persists even when excluding specialized institutions like special schools and pupil referral units. The data suggests that SEN students are more likely to be in schools that eventually shut down, raising concerns about the availability of tailored support and stable learning environments for these learners.

When the BBC shared these findings with the Department for Education (DfE), the response emphasized efforts to address the issue. The DfE stated it is helping schools repurpose spaces for school-based nurseries and children with SEND (Special Educational Needs and Disabilities). New guidelines for local authorities are set for autumn, aiming to adapt to changing demand. However, recent reforms to the SEND system, announced in February, have sparked debate. While the reforms include plans for better inclusion and earlier support, many parents remain wary. They fear that altering the system may lead to unintended consequences, especially for children who rely on consistent structures.

Financial Pressures and Long-Term Projections

According to Luke Sibieta of the Institute for Fiscal Studies (IFS), the rapid drop in pupil numbers is directly affecting school financial sustainability. Primary school enrollment in England has fallen by 150,000 since 2019, with secondary schools expected to face similar challenges. Sibieta explains that this trend stems from fewer children being born, a demographic shift projected to reduce pupil counts by 400,000 by 2030. “That has led to fewer pupils in primary schools, making it harder for them to meet financial thresholds,” he notes.

Nationally, the NAO reported a rise in unfilled school places, increasing from 10% to 14% over the last five years. School funding, typically based on per-pupil allocations, means fewer students translate to less financial support. This creates a cycle where under-enrolled schools struggle to maintain operations, often leading to closures. The data indicates that when schools close, children with SEN are more vulnerable, as their needs often require additional resources and adaptable environments.

Supporting SEN Students in a Changing System

The challenge of school closures underscores the need for targeted support for SEN students. Schools that serve these learners often have unique requirements, such as sensory-friendly spaces, individualized learning plans, and smaller class sizes. Closing such schools can disrupt these supports, leaving families to navigate more complex transitions. Advocacy groups stress that policies should prioritize maintaining access to inclusive education, ensuring that SEN students are not disproportionately impacted by budget cuts and enrollment trends.

Parents like Christina argue that the current system fails to account for the specific needs of SEN students. “They need more than just a place to learn—they need stability,” she says. While the government aims to improve inclusion and streamline support, critics believe more needs to be done to protect the educational rights of children with SEN. As schools continue to close, the focus must remain on preserving the structures that make learning accessible and manageable for these students.