July 2026
Authors: Janice McLaughlin and Emily Rainsford
Introduction
As education policy increasingly focuses on inclusion, schools are being asked to think differently about how they support children and young people with Special Educational Needs and Disabilities (SEND). Recent government reforms as seen in the SEND Reform White Paper (Department for Education, 2026) and Every Child Achieving and Thriving White Paper (Department for Education, 2026) place greater emphasis on inclusive practice, participation, and preparation for adulthood. However, what does meaningful inclusion actually look like in practice?
Drawing on research from the North East of England, our recent report, Inclusive Transitions: Evidence-Based Insights for Implementing SEND Reform, highlights the importance of understanding educational transitions not simply as movement between educational stages, but as part of a broader journey towards adulthood, independence, belonging, and wellbeing.
Transitions to adulthood have changed.
Transitions can be periods of uncertainty and vulnerability. Moving from primary to secondary school, from school to college, or from education into adult life involves navigating new environments, expectations, relationships, and responsibilities. These transitions can be even more challenging for young people with SEND where they and their families would have to re-negotiate support and get to know new staff, or they exit the educational and children social care systems where support is available because they reach the threshold age.
Policy discussions often focus on educational attainment, qualifications, and employment outcomes. While these are important, our research suggests they tell only part of the story. It is reassuring and welcome to see that the white papers from Department for Education echo this need to look at more than academic achievement.
Young people, through campaigning groups and sharing their lived experience in research, consistently emphasise other aspects of successful transitions: feeling connected, building confidence, developing independence, maintaining relationships, and participating in everyday community life. These aspects are even more important for young people with SEND. For some young people with disabilities a completely independent life will not be possible, and they may not achieve the academic qualifications that form the traditional markers of successful transitions into adulthood. This does not mean that they have not made a successful transition, but their start and end point looks different.
The research identifies the following actionable insights for mainstream schools. Many of these draw on learning from the work of special schools to capture life skills and development alongside the focus on educational attainment.
1. Build trust as a foundation for inclusion
Build strong relationships with pupils and families through trust, transparency, and meaningful involvement. Create opportunities for staff to understand each young person’s needs and aspirations, recognising that rebuilding trust may take time and flexibility.
2. Adopt genuinely person-centred approaches
Co-produce support with young people and their families, ensuring goals reflect individual aspirations and wellbeing. Recognise that there is no single pathway to success and embed person-centred thinking throughout school practice.
3. Address barriers to belonging and participation
Take proactive steps to tackle bullying and exclusion and ensure pupils feel safe and valued. Use flexible approaches that respond to individual needs and rebuild confidence where trust has been damaged.
4. Embed inclusive cultures, not just provision
Focus on creating a school culture where all pupils feel recognised, respected, and able to participate. Positive relationships and a strong sense of belonging should be central to inclusion.
5. Recognise and support diverse transition pathways
Value a wide range of outcomes, including independence, wellbeing, and social participation alongside academic achievement. Support young people to develop confidence and aspirations through varied and flexible pathways into adulthood.
6. Embed development of life skills and independence
Provide regular opportunities to develop practical life skills, communication, and decision-making. Recognise these skills as essential foundations for adulthood and celebrate progress in all its forms.
7. Support social engagement and community connection
Encourage participation in extracurricular, volunteering, and community activities that build confidence and social networks. These experiences can provide important stepping stones towards future education, training, and employment.
8. Acknowledge the wider lives of young people
Recognise that family circumstances, caring responsibilities, health, and social care needs can shape young people’s experiences and priorities. Ensure support and expectations are flexible enough to reflect these realities.
9. Start early and sustain transition support
Begin preparing for adulthood well before key transition points and provide consistent support throughout the journey. Allow flexibility in timing and pace to meet individual needs.
10. Strengthen collaboration beyond the school
Work closely with families, health services, social care, and community organisations to provide joined-up support. Successful transitions depend on coordinated systems and shared understanding across services.
Preparing for the changes.
An inclusive approach recognises that adulthood is not defined by a single destination. Instead, it involves supporting young people to pursue meaningful lives on their own terms. Many schools are already doing great things to support young people, and we’d love to hear from anyone working in this space who has experiences to share about what works and doesn’t in the North East. Get in touch with Emily.rainsford@ncl.ac.uk or Janice.mclaughlin@ncl.ac.uk to share your experiences!