Understanding Anxiety, Depression, and Stress in Pupils with SEND

This project will investigate clinically recorded referrals for and diagnoses of depression, anxiety, and stress-related issues among pupils with and without special educational needs and disabilities (SEND). 

Why this project is important 

Although numerous studies report disproportionately high rates of mental health difficulties among children with SEND, they rely on parent- or self-report measures which only capture a snapshot of symptoms without any indication of severity or persistence. Studies investigating mental health difficulties among children with specific types of SEND are also typically small-scale and narrow in focus. There is thus a need to improve our understanding of how mental health difficulties intersect with SEND to inform resource allocation, shape prevention and support strategies, and provide the foundation for future research into the drivers of inequalities.  

What it will involve 

The research team will use the Education and Child Health Insights Linked Data (ECHILD) to provide the first national evidence on recorded referrals for and diagnoses of depression, anxiety, and stress-related issues among children and young people.  

The following research questions will be answered: 

1. What are the current rates of referrals and diagnoses for depression, anxiety, and stress-related issues among school-age pupils with and without SEND? 

2. How do referral and diagnosis rates differ across SEND categories, and do specific SEND types show distinct patterns in recorded mental health conditions? 

3. How are demographic factors (age, gender, socio-economic status and geographic region) associated with referral and diagnosis rates, and how do these associations vary within and between SEND groups? Specifically, how does the predictive contribution of SEND compare with other characteristics, and do demographic patterns operate differently across SEND categories? 

4. How have referral and diagnosis rates changed over time, and do trends before and after the COVID-19 pandemic differ across SEND groups and demographic subgroups? 

5. What are the strengths and limitations of the ECHILD dataset for studying mental health among pupils with SEND, and how might these influence interpretation? 

How it will make a difference 

Findings will be shared with stakeholders including policymakers, local authorities, schools, SENCOs, educational psychologists, voluntary organisations, and families. Outputs will be developed with input from practitioners and voluntary organisations representing families to ensure accessibility, usability and relevance.