Poverty and SEND: what the Sutton Trust's data tells us, and what we can do about it

of all pupils are eligible for free school meals

26%

of children with an EHCP are eligible for free school meals

44%

of children on SEN support are eligible for free school meals

39%

What the data shows

Nationally, 26% of pupils are eligible for FSM. In every single category of SEND, that figure is higher.

The wider report found that FSM pupils make up around 44% of children with an EHCP (Education, Health and Care Plan) and 39% of those on SEN support. So children from low income families are more likely to have SEND. The report is just as clear that they are less likely to get the support that should follow.

What the numbers don't show on their own

A few things stand out to me, as someone who works with families and schools every week.

The smallest gap is in specific learning difficulties. That's the category that includes dyslexia, and it sits at 30%, only a few points above the national average. In my experience it's also the area where families most often pay for a private assessment. I can't prove from one table that cost is shaping who gets identified, but it's a question worth asking.

SEMH (social, emotional and mental health) sits at the top. When a child's needs show up as behaviour, the response is too often a sanction rather than an assessment. For a child already facing hardship at home, that can mean suspensions, missed learning and a growing sense that school isn't for them.

Outcomes follow the same pattern. The Sutton Trust reports that in 2023/24 only 7.5% of FSM pupils with an EHCP achieved a grade 4 or above in GCSE English and maths, compared with 17% of their better off peers with an EHCP. Better off families were also more likely to secure a special school place (41% compared with 25%) and more likely to use the tribunal.

None of this is about blaming parents who push hard for their child. Every parent should be able to do that.

What schools can do now

You don't need to wait for national reform to make a difference.

• Bring your pupil premium and SEND thinking together. The same children often appear on both lists, and planning for them separately means things get missed.
• Put support in place as soon as a need is evident. The graduated approach doesn't require a diagnosis, and waiting for one hits low income families hardest.
• Look again at behaviour data through a SEND lens. Ask what need might be sitting behind repeated incidents before reaching for sanctions.
• Make sure every family knows about SENDIASS, and that they can request an EHC needs assessment themselves.
• Keep letters, reports and meetings jargon free. A parent who doesn't understand the process can't take part in it fully.

What parents can do

If you can't pay for professional help, you still have rights and you still have options.

• Contact your local SENDIASS service (opens in a new tab) (SEND Information, Advice and Support Service). It's free, impartial and confidential.
• Use the free guidance and template letters on the IPSEA website (opens in a new tab) (Independent Provider of Special Education Advice).
• You can ask your local authority for an EHC needs assessment yourself. You don't need the school's permission.
• Keep a simple record of emails, meetings and what was agreed. It makes a real difference later on.

Looking ahead

The Schools White Paper published in February 2026 sets out big proposed changes to how SEND support works, including Individual Support Plans for every child with SEND. Whatever shape the final system takes, it has to be tested against one question:

If the answer is no, it isn't fixed yet.

Sources

1. The Sutton Trust, Double Disadvantage? Socio-economic inequalities in the SEND system (O'Regan and Latham, October 2025). Read it (PDF) (opens in a new tab)
2. Department for Education, Every child achieving and thriving (Schools White Paper, 23 February 2026). Read it (opens in a new tab)