SEN, school life and future aspirations

Written by Centre for Longitudinal Studies, UCL Institute for Education and Council for Disabled ChildrenDate 15 Jun 2018

Recent research using the UK Millennium Cohort Study has shown that children with special educational needs (SEN) in primary school attain less well in education than other children with similar academic ability (Parsons & Platt, 2017), have a more difficult time at school in terms of being bullied (see e.g. Chatzitheochari, Parsons & Platt, 2016) and exhibit more behavioural problems (Fauth, Platt & Parsons, 2017).

Building on this earlier analysis, we have looked at how teenagers with persistent SEN – that is, those with identified SEN at both primary and secondary school – felt about school, their academic ability and their future educational and occupational aspirations. This work is part of the Cross Cohort Research Programme, based at the Centre for Longitudinal Studies and funded by the Economic and Social Research Council.