How do students with SEND fare in the transition to post-16 education?

This project investigates the post-16 transitions and outcomes of young people with Special Educational Needs and Disabilities (SEND) and Child and Adolescent Mental Health Services (CAMHS) involvement.

Why is this important?

Students with SEND face significant challenges in transitioning to post-16 education, with outcomes varying by need type and local authority. For example, only 69% of students with social, emotional, and mental health needs continue to post-16 education, compared to 86% for students with autism spectrum disorder.  Students with an education, health and care plan are substantially more likely to claim out-of-work benefits by their mid-twenties.

Current research lacks comprehensive data on how SEND students transition to and progress in post-16 education, particularly regarding the interaction between SEND and prior attainment.

What does it involve?

The research team aim to address this gap by answering the following questions:

• How do students with SEND fare in the transition to post-16 education?
• Who are the post-16 SEND and CAMHS cohorts?
• What predicts post-16 transitions that are sustained over time?
• What can we learn from Local Authorities (LAs) with high levels of sustained learning?
• What factors are associated with successful outcomes?

The research will:

• Use matched datasets (matched Post-16 Learning Aims, National Pupil Database, and Individualised Learning Records) to analyse students in state-funded post-16 education.
• Incorporate CRIS-NPD data to explore overlaps between SEND and CAMHS involvement.
• Develop logistic regression models to identify predictors of successful transitions.
• Conduct semi-structured interviews with local authority and school staff to explore effective practices.
• Analyse employment outcomes using LEO data to assess progression beyond education.

How will it make a difference?

Findings will be shared with key stakeholders, including government departments, local authorities, education providers, professional bodies, and careers advisers. The research is intended to influence careers advice and guidance, funding allocations and prioritisation, local authority practice, study programmes, and teacher professional development.