Recent changes to the SEND system mean that many mainstream schools are now being encouraged – and in some cases expected – to create SEN classes or specialist units within their schools. These may be described as SEN units, resourced provision, or specialist classes.
For some children, this may offer positive opportunities. For others, especially autistic children, it raises important questions about whether these settings will truly meet their needs.
At Enable Law, we work with families every day who are navigating SEND provision. We know how complex, emotional, and exhausting these decisions can be. This article aims to help parents understand what these changes could mean in practice – and what to look out for.
What is changing?
The government’s direction of travel is towards educating more children with SEND in mainstream settings, rather than specialist schools. SEN units within mainstream schools are intended to bridge the gap by offering:
- smaller class sizes
- specialist support
- some access to mainstream lessons and activities
On paper, this sounds inclusive. But inclusion only works when support is meaningful, consistent and individualised.
Why autistic children may be particularly affected by the changes
Autistic children experience the world differently. Many have sensory sensitivities, need predictability and routine, and communicate in ways that are often misunderstood. A setting that works well for one child can be overwhelming for another.
We are already hearing concerns from families that SEN units may sometimes be treated as a “one-size-fits-all solution”, rather than one option among many.
A key concern is that creating a unit does not automatically create expertise. Autism is not simply a learning difficulty or a behavioural issue. Without proper autism‑specific training, staff may misunderstand:
- sensory overload as “challenging behaviour”
- shutdowns as disengagement
- anxiety as non‑compliance
Autistic children do best in environments where they are understood, not pushed to mask their needs.
Even if an SEN class itself is calm and well‑designed, mainstream schools are often busy, noisy and unpredictable. Most schools have crowded corridors with children constantly moving from one classroom to another, loud assemblies with mandatory attendance as well as chaotic lunchtime and breakrooms.
For some autistic children, these experiences can be deeply distressing and can lead to anxiety, exhaustion, emotional distress, or refusal to attend school.
Another thing it is important to stress out is that true inclusion is about belonging, not just being on site. We worry that some SEN units risk becoming places where autistic children will be physically expected to be present in a school but socially isolated from it.
Inclusion must involve the whole school understanding autism – classmates, teachers, leadership and support staff – not just the SEN team. If the entirety of the school is not educated in how best to support autistic children, then they may be opening the door to these children being bullied.
With these changes in mind, we foresee more families being directed to mainstream schools and not offered specialist placements. Families may feel increasing pressure to accept placement in a mainstream SEN unit, even where it does not meet their child’s needs.
It is important to remember:
- Cost or availability should not determine provision
- A placement must be suitable for your child, not just available locally
- Your views as parents matter and must be taken into account
What parents can do
If your child is being considered for an SEN unit in a mainstream school, it may help to:
- Ask detailed questions about autism‑specific support
- Request clarity on sensory adjustments and routines
- Ensure your and your child’s views are obtained
- Remember your right to challenge a placement that is not suitable for your child through the SEND Tribunal
Most importantly, trust your instincts. You know your child best.
SEND reform can only succeed if it centres the lived experience of children and their families. For autistic children, the risk is not simply that they are educated in mainstream settings – but that they are expected to adapt to environments that do not adapt to them.
At Enable Law, we believe every child is entitled to an education that supports their wellbeing, development and meets their individual needs. If you are unsure whether a proposed placement meets your child’s needs, you are not being difficult – you are being a parent.
If you would like advice on SEN provision, Education, Health and Care Plans (EHCPs), or challenging unsuitable placements, our specialist team is here to help. To speak to a member of our team call us for free on 0800 044 8488 or fill in our contact form so we can call you back at a time convenient for you.
