Splitting the acronym: Who supports young people with SEN when they leave education?

Abstract

This article provides an overview of the differences in the current legislation supporting people with SEN and disabilities both in and out of education. Having worked in both educational settings and with adults with learning disabilities through the NHS, it became clear that one particular group of young people may become marginalised and placed at higher risk of social exclusion due to the differences in policy guidelines and criteria for support once they leave school: young people with SEN whose needs are not classed as a disability. I have included evidence from recent research which outlines the risks this group may face and demonstrates some of the changes that may be beneficial to ensuring this group have a successful future. Suggested actions include systemic working from an individual to a policy level, supported by the idea that educational psychologists as a profession are well-placed to advocate for policy change.