Children attending special schools often feel well supported by their teachers and confident in themselves – but many still face bullying, social isolation and unmet needs, according to new research published ahead of the Government’s long-awaited SEND reform White Paper.
The study, led by the University of Manchester, draws on the voices of almost 2,500 children and young people from 42 special schools across Greater Manchester, Hampshire, the Isle of Wight, Portsmouth and Southampton. It forms part of the ongoing #BeeWell programme, which asks young people directly about their wellbeing, relationships and daily experiences.
Overall, the picture is more nuanced than some assumptions about specialist provision might suggest. Many pupils in special schools report levels of life satisfaction comparable to their peers in mainstream education. They also show slightly higher self-esteem and more positive self-perception than young people with special educational needs (SEN) who are educated in mainstream settings.
But the research also highlights sharp differences within special schools themselves.
Young people grouped under a broader ‘SEND’ category – including those without a single identified primary need, or with multiple needs – reported the lowest sense of belonging and the least happiness with their academic progress. Researchers say this points to the possibility that, even within specialist settings, some pupils’ needs may not be fully met.
Where special schools appear to excel is in relationships with staff. Pupils consistently described strong, trusting connections with teachers and support staff, often saying there was an adult at school who believed in them and wanted them to succeed. These relationships were reported as more supportive than those experienced by pupils with SEN in mainstream schools.
That support can translate into confidence in learning. More than half of pupils surveyed said they were happy with the marks they receive – a far higher proportion than among SEN pupils in mainstream education – suggesting that tailored learning environments can make achievement feel both possible and meaningful.
Yet significant challenges persist.
Around one in five pupils said they had been bullied, most commonly through exclusion or rumours, with one in ten reporting physical bullying or online abuse. Children from lower-income backgrounds were more likely to experience these behaviours. More than 40% said they had been made to feel bad because of their disability, underlining that specialist settings do not shield young people from stigma.
Friendships also remain fragile for many. While most pupils say they have friends, young people with SEN – whether in special or mainstream schools – are less likely to feel truly supported by their peers. For some groups, a persistent lack of belonging continues to shape daily school life.
To ensure the research reflected as many voices as possible, the team worked closely with schools to adapt the survey format, including symbol-based and shortened questionnaires for pupils with more complex needs.
Megan Cutts, Research Associate at the University of Manchester, said the findings underline the importance of listening directly to children themselves.
“While many pupils in special schools feel well supported by teachers, some groups – particularly those reporting lower belonging and happiness with attainment – may have unmet needs,” she said.
“Understanding what drives these differences is essential if we want all young people to thrive. By listening to their voices, we hope this research helps schools, councils and government see both what is working well and where more needs to be done.”
As policymakers prepare to set out reforms to the SEND system, the message from pupils themselves is clear: support matters – but inclusion, safety and belonging matter just as much.
