Research shows children in special schools report higher self-esteem than those with SEN in mainstream

By Megan Cutts, Mairi Jeffery, Kathryn Mills-Webb

Contents

One of the main thrusts of Bridget Philippson’s argument about getting more children into mainstream is for their wellbeing and belonging; to be in their local school with local friends, as if children in special schools are somehow separate and isolated from their communities.

For families of children actually in specialist provision, and those who staff them, this attitude seems ignorant in the extreme. Often, a child being with other children with similar needs is the first time they have had friends at all. An understanding of each other’s difficulties brings unity and a sense of belonging that’s impossible in a mainstream environment. And it doesn’t mean they don’t also have local friends, or go to local clubs.

Annual research from the #BeeWell* research collaborative backs this up. In fact, its 2025 report found that self-esteem is slightly higher among pupils in special schools, which, for us, calls into question the Education Secretary’s entire premise—and the evidence she used to make her claims.

The #BeeWell research team has written about their findings for us.

Our research into the wellbeing of young people with SEND in special schools By Megan Cutts, Mairi Jeffery, Kathryn Mills-Webb

Nearly one in five young people in England are identified as having special educational needs. The number with an Education, Health and Care Plan(EHCP) has more than doubled over the past decade. Increasing needs, lack of funding, and growing costs have placed the SEND system under significant strain.

Young people in England report some of the lowest levels of wellbeing in Europe, and mental health difficulties continue to rise, especially among those with SEN. In 2021, NHS Digital reported that over half of children and young people with SEN had a probable mental disorder, compared to just over one in ten of those without SEN. #BeeWell data also shows that young people with SEN in mainstream schools experience lower wellbeing and more emotional difficulties than their peers without SEN.

Yet little is known about the wellbeing of young people in special schools. Addressing this, our recent report on 2,500 young people from 42 special schools across England examined wellbeing, school experiences, and peer relationships, along with differences across the four ‘broad areas of need’ set out in the SEND Code of Practice. Understanding these experiences is essential as SEND reform progresses to ensure these young people can flourish and thrive.

Wellbeing: self-esteem higher among pupils in special schools

We looked at three key indicators of wellbeing: life satisfaction (how young people feel about their life overall), psychological wellbeing (how young people think, feel and cope daily) and self-esteem (how positive they feel about themselves). These indicators are important because wellbeing in adolescence is closely linked to school engagement, attendance, and later health and employment outcomes.

Young people in special schools reported slightly higher psychological wellbeing and self-esteem than those with SEN in mainstream schools, and similar levels of life satisfaction. Differences across groups were small: young people with social, emotional and mental health needs reported the lowest wellbeing, while those with cognition and learning needs reported the highest. Girls reported slightly lower self-esteem than boys.

Higher self-esteem may reflect environments where needs are consistently understood and supported. Smaller classes, specialist staff and adaptive teaching may reduce social comparison and increase opportunities for success. Variation between groups, however, shows that specialist provision alone does not ensure improved wellbeing for all.

School experiences: strong relationships with teachers, but inequalities for some groups

A sense of belonging at school is a key predictor of wellbeing, influenced by a range of factors such as relationships with teachers and happiness with attainment.

Teacher relationships were a clear strength in special schools, with young people reporting more supportive relationships than peers with SEN in mainstream schools. Young people in special schools also reported greater happiness with their attainment than both those with and without SEN in mainstream schools.

Within special schools, however, happiness varied across groups. Those with sensory/physical needs were happiest with their attainment, while those in our ‘SEND’ category (e.g., those receiving [non-statutory] SEN support without specialist assessment, and those with multiple needs) were unhappiest, suggesting that tailored learning environments can support success for many, but not all, young people.

Overall, school belonging was similar to peers with SEN in mainstream schools. However, some groups, including White British young people, girls, those eligible for free school meals, and those in our ‘SEND’ category, reported lower levels of school belonging than their peers. These inequalities highlight the importance of understanding each young person’s needs so appropriate support can be provided, helping them feel included and connected.

Promoted

Peer experiences: friendship challenges for young people with SEN

Adolescence is a key developmental period when friendships can shape identity, self-esteem, and belonging. Yet young people with SEN often face challenges.

Levels of friendship and support in special schools were similar to those in mainstream schools, but young people with SEN generally felt less supported than their peers without SEN, regardless of school type.

For those young people attending special schools, all groups reported high levels of disability-related discrimination. This was especially true for those with cognition and learning needs, showing that specialist placement alone does not prevent stigma.

Around one in five young people in special schools reported being bullied, with relational bullying (being socially excluded by peers or the subject of unkind rumours) most common. Patterns varied by socio-economic status and gender; young people eligible for free school meals reported higher levels of all types of bullying, girls reported more relational bullying, and boys reported more physical bullying. These patterns highlight the need for targeted, setting-specific approaches to peer support and anti-bullying strategies for young people in special schools

Implications for SEND reform

As the Schools White Paper and wider SEND reform aim for a more inclusive system, these findings offer important context. Special schools show clear strengths, particularly in fostering supportive teacher relationships and building self-esteem. Yet inequalities in belonging, discrimination, and bullying show that placement alone does not determine experience.

Inclusion is not just about where young people are educated, but whether they feel understood, supported, and connected in their everyday lives. To better understand young people’s experiences, wellbeing measures must be accessible, appropriate, and able to capture the voices of those with a wide range of needs, including those who may not communicate in conventional ways.

Through #BeeWell, we are working with non-mainstream schools to improve data collection, develop inclusive surveys, and strengthen the validation of wellbeing measures. If reform is to succeed, it must be guided by evidence that genuinely reflects how young people with SEN experience school.

About #BeeWell

Developed in response to a growing concern for the wellbeing of young people in the UK, #BeeWell is a collaboration between The University of Manchester, The Gregson Family Foundation and Anna Freud, who, together with the Greater Manchester Combined Authority (GMCA), launched the programme in 2019.

Building on the success of #BeeWell in Greater Manchester, the programme expanded into Hampshire, the Isle of Wight, Portsmouth, and Southampton in 2023. Click here to find out more.

Using a co-designed survey, #BeeWell listens to the voices of as many young people as possible; publishes the results privately to schools and publicly by neighbourhood; and drives action across society to improve young people’s wellbeing. #BeeWell’s mission is to see this approach implemented nationally by 2030.

Their 2026 research will be out soon

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About
Latest Posts

Tania Tirraoro

Founder, Co-Director at Special Needs Jungle

Founder & co-director of Special Needs Jungle. (She/Her) Autistic parent of two young autistic adults Devoted Grandma. National SEND advisor, journalist & author. Tania also runs a PR, web & social media consultancy, SocialOro Media.
She is a rare disease & chronic pain patient advocate with Ehlers Danlos syndrome.

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