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lusions school governance special educational needs teaching unconscious bias whiteness children culture education learning parents race schools send students teachers teaching penny rabiger the department for education dfe white paper every child achieving and thriving and the companion send reform proposals promise generational change and a move from sidelined to included but they do not embed an intersectional analysis of race and special educational needs and disabilities send into their core assumptions data work or accountability levers using an intersectional lens exposes how the reforms largely treat racism as incidental and send as race neutral despite long standing evidence that identification provision and exclusion are structured by race migration language and class starting points racism as ordinary systems as racialised from a very basic race critical perspective we understand that racism is ordinary not aberrational and it is embedded in everyday policies discourses and practices rather than confined to individual prejudice that premise is well evidenced in the send field see for example the global black maternal health black child send report 2024 black and mixed black heritage children are over represented in send categories yet less likely to receive appropriate support more likely to be excluded and more likely to enter the youth justice system with undiagnosed needs somali refugee children who use english as an additional language eal and other racially minoritised pupils are positioned through deficit discourses of inability and underachievement feeding into biased identification and generic catch up provision that does not address specific send and or trauma related needs the white paper acknowledges that outcomes vary by ethnicity and that send and poverty compound disadvantage but its solutions are framed in race neutral language the main named groups are all children disadvantaged children children with send and the classic move of naming race only when it refers to white working class children we can clearly characterise this as colour blindness that obscures how racialisation and ableism intersect for example in the over identification of black caribbean boys with behavioural difficulties and their under provision for autism speech and language needs or adhd data and evidence no routine intersectional analysis the white paper and send reform documents commit to stronger data new measures for pupils who start secondary school behind and improved tracking of belonging and inclusion however they do not require routine publication or use of intersectional data e g send by ethnicity language gender care status deprivation at school local or national level despite decades of work by strand lindsay and others showing ethnic disproportionality in identification and outcomes they do not reference key intersectional send evidence collated in the 2024 evidence search or in recent race send reports e g allfie special needs jungle black child send as drivers of reform even though these clearly document racialised patterns of misrecognition mis labelling and delayed support in race critical and intersectional terms this is an example of interest convergence and epistemic exclusion evidence is mobilised where it supports system wide efficiency and earlier intervention but the specific knowledge produced by black refugee and other marginalised communities about racism in send processes is sidelined because it would require more disruptive change to professional power funding flows and accountability universalism and inclusion without racism the white paper s universal offer and national inclusion standards are framed as neutral baselines for all supplemented by targeted and targeted plus tiers yet the lived experiences described in black child send and kathryn kashyap s june 2018 work based on her doctoral research on somali boys and girls learner identities around notions of educational help at home and at school show that universal practices are already racialised there is much evidence to suggest that black children s behaviour is more heavily surveilled more often interpreted as defiance and more quickly escalated to exclusion while their underlying communication neurodivergent or mental health needs remain unrecognised refugee pupils and pupils who use english as an additional language have their mental health and language needs misread as disruption or lack of motivation they are left to generic literacy catch up programmes rather than assessed for specific send despite clear distress when the white paper talks about strengthening behaviour policies improving attendance and tackling underperformance without naming racism it risks re inscribing racialised discipline and deficit framings as part of the new inclusion regime this shifts rhetoric towards inclusive mainstream without a shift in racial power relations because there is no explicit commitment to anti racist send practice training or supervision there is no requirement to interrogate how behaviour exclusion school readiness and low attainment thresholds operate differently across racialised groups family voice without power or language justice the reforms emphasise partnership with families individual support plans and school level inclusion strategies developed with parents yet research with racialised families shows a legitimate mistrust of services where previous experiences of racism surveillance and social care involvement make send processes feel risky rather than supportive non western understandings of disability and strong concerns about being doubly stigmatised by eurocentric and institutionally racist and ableist schools can lead families to resist medicalised and deficit labels but actively seek support when it is framed as educational help regular use of children and siblings as informal interpreters in high stakes send discussions with little recognition of the ethical issues or of parents rights to professional interpretation the white paper and send reform plan do not create a statutory right to interpretation for send processes nor do they address advocacy and language brokerage for families for whom english may be an additional language this can be extended to any family where fluency in the language of bureaucracy and medicalised terminology is not going to be a strength this maintains structural power imbalances white english dominant professionals retain control over categories narratives and decisions while families who do not share professional language or cultural frames are constructed as hard to reach or non engaging and value judgements are made about their level of care competence or fitness as parents concepts and models medicalisation over educational help bernard coard s 1971 seminal work around misrecognition and disproportionality of send in african caribbean heritage pupils informed the education act 1981 the act stated that learning for those whose home language and language form was not standard english should not be confused with special educational needs with the intent to challenge attitudes towards racially minoritised pupils as deficient and unable while ensuring their rights to an appropriate education in 1978 warnock introduced the term special educational needs specifically to stigmatising medicalised language despite an attempt move away from overtly medicalised labels current practice and policy language often revert to deficit categories that imply innate limitations in kashyap s study for example we see that when schools communicate in medicalised terms the somali families who participated in the research interpret this as a judgement of their child s innate ability responding with protective resistance that is misread by schools as denial her study finds that using the social model consistently and talking about educational help reframes send as a right to support and achievement reducing stigma and enabling families to engage when social model explanations are combined with dyslexia friendly and other inclusive practices young people experience improved self esteem and can challenge stigma both at home and among peers we need to be very wary of cultural deficit explanations of parents attitudes to send especially when they rest of simplified notions of fear of stigma framed as unsophisticated or non western used as a pejorative and code for backward thinking even descriptions which claim to be culturally sensitive or rooted in knowledge of the communities including those from people from the communities themselves can deploy a cultural deficit lens the white paper uses the language of needs support and outcomes but does not commit to a social model framing in law guidance or training nor does it systematically adopt less stigmatising terminology for communication with families this is a missed opportunity to disrupt dominant deficit discourses about racialised send pupils and their families which currently underwrite misrecognition and exclusion what an intersectional race informed send reform would do drawing on the ample evidence regarding race and send an intersectional response to the white paper should press for concrete changes in five areas 1 make race send intersectionality explicit in aims data and accountability be explicit in the opening case for change that racialised and racially minoritised children with send experience distinct patterned disadvantages in identification support and discipline evidenced by over representation under provision and exclusion data require all national reporting and school and local level dashboards to disaggregate send data by ethnicity language gender deprivation care status and migration and to publish intersectional indicators e g exclusions for black caribbean heritage boys with autistic spectrum diagnoses asd waiting times for education and healthcare plans ehcps for black and dual black white heritage children build specific metrics on racialised disproportionality into ofsted s assessment of the new inclusion strategy duty so repeated patterns of over or under identification trigger challenge and support not just generic best endeavours 2 embed anti racist intersectional training and standards specify that the biggest send training offer must include mandatory anti racist and intersectional content recognising adultification bias racialised behaviour expectations language related misrecognition and the interaction of trauma migration and send make the forthcoming national inclusion standards explicitly address race and send drawing on ample published evidence and intersectional literature reviews require that eal trauma informed practice language therapy raciolinguistics and send expertise are brought together in guidance and cpd so that assessment and support for racialised pupils is not left to generic catch up or behaviour management 3 centre family voice with language rights and advocacy amend the code of practice to grant a statutory right to professional interpretation for all send meetings assessments and reviews where families prefer or require it with explicit prohibition on relying on children as interpreters except in emergencies this should include provision for english as a first language families who wish to have edu speak and send medicalised jargon translated into plain english fund independent community based advocacy for black refugee families who use english as an additional language and other marginalised families building on models such as love to learn and black led send advocacy to support navigation challenge and co production promote the terms like educational help and social model language in statutory guidance and standard letters with co designed multilingual materials that explain send processes as routes to support not labels of defect 4 align behaviour exclusion and mental health policy with intersectional send require schools to track and review exclusions behaviour sanctions and managed moves by send category race gender and eal status with a presumption that disproportionate patterns demand action and support integrate mental health guidance into send reforms in a way that recognises refugee histories racism racial trauma and weathering and bullying as part of assessment so that distress is not simply pathologised or disciplined ensure that alternative provision youth justice education and targeted mental health services are part of the intersectional send conversation given the high prevalence of undiagnosed send among racially minoritised young people in these settings 5 recognise community learning spaces and non traditional achievement require inclusion strategies to acknowledge community and informal learning spaces tuition centres faith settings community groups as potential sources of evidence about strengths and needs particularly for racialised refugee pupils and pupils who use english as an additional language value non traditional subjects and vocational routes in accountability frameworks while guarding against tracking racially minoritised send pupils out of literacy rich pathways by default framed through an intersectional and race critical lens in response to the white paper without explicitly confronting racism and intersectionality the reforms risk re centring white middle class experiences as the norm and treating the profound well documented inequities affecting children who are black and global majority heritage have refugee status and children who use english as an additional language with send as marginal or specialist concerns an intersectional send system must be designed from the standpoint of those currently most harmed by it only then will every child achieving and thriving become a realistic promise rather than an aspirational slogan further reading and sources cited chandrika devarakonda associate professor at university of chester send looking through an intersectionality lens written evidence from kathryn kashyap phd candidate at the institute of education university college london kathryn kashyap s phd thesis 2020 negotiating narratives exploring the complexities of somali boys and girls learner identities around notions of educational help at home and at school the health foundation inequalities in support for special educational needs by ethnicity wheeler r agyepong a benhura c martin m peter m 2024 accessing special educational needs and disabilities send provision for black and mixed black heritage children lived experiences from parents and professionals living in south london global black maternal health derron wallace and remi joseph salisbury how still is the black caribbean child made educationally subnormal in the english school system leave a comment slanting away from slant february 17 2026 behaviour management cpd critical race theory diversity gender leadership mental health narratives policy race research safeguarding school governance 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