The experiences of education of London families with disabled children from black and minority ethnic groups

Read about our research project into education experiences of black and minority ethnic groups in London, including the aims of the project, how we carried out research and what we found out.

In this article

About this research

Across England, there is long-standing evidence of ethnic disproportionality in identification of special education needs and disability (SEND) identification, access to support, and outcomes. However, the intersection of ethnicity and SEND is complex, and the reasons behind ethnic disproportionality are not clear.

This project set out to examine the experiences of education of London families with children with SEND from ethnic minority backgrounds and explore any inequalities in experiences between ethnic groups. It sought to hear directly from parents about their experiences. And it aimed to understand how statutory services and charities such as Contact can improve their support for families.

This research was commissioned by Contact and funded by the City Bridge Foundation. An independent researcher conducted a three-year mixed-methods study in partnership with a Project Group established to co-produce and guide the research. The Project Group included key frontline staff from Contact and parents with lived experience of SEND from diverse ethnic backgrounds.

What did the research involve?

Year 1, 2023-24:

Year 2, 2024-25:

Year 3, 2025-26:

Research findings

Parents face significant challenges navigating the SEND system

Parent carers’ experiences of accessing education support for their children were overwhelmingly negative. Across communities, families described a system characterised by delays, inconsistent provision, poor communication and limited understanding of their children’s needs.

For many families, inadequate support has hindered their children’s academic progress and emotional wellbeing. Parents described distressing incidents of bullying and exclusionary practices due to insufficient reasonable adjustments and inconsistent support.

Navigating the SEND system has taken a profound toll on parent carers too, who describe the emotional, physical, and financial impacts on their families.

Ethnicity intersects with other challenges to exacerbate inequalities

While many difficulties are shared across all families, parents from ethnic minority backgrounds often face additional barriers linked to language, cultural stigma, mistrust of services, racial bias and fear of challenging authority.

Families with insecure housing or immigration status were particularly vulnerable. Some parents described feeling isolated and overwhelmed, with limited understanding of SEND terminology, rights, and the provision available to their child.

Trusted, culturally sensitive and empowering support makes a substantial difference

Amid widespread frustration, parents identified several sources of support that had improved their experience.

Early diagnosis, access to specialist provision, and respite care were all highly valued. Strong, consistent relationships with trusted professionals can make a huge difference.

Parents described peer support networks as a lifeline, reducing isolation, building confidence and helping them understand the complexities of SEND processes. Support from Contact and other similar organisations, whether through individual family workers, coffee mornings or workshops, was consistently praised.

Parents emphasised the importance of practical, personalised advice and advocacy, including help with understanding education, health and care (EHC) plans, writing letters, preparing for meetings, and navigating appeals. This type of holistic, community-based support can be a lifeline for families.

The SEND system must provide inclusive, proactive and culturally responsive support

Our recommendations outline practical, systemic and cultural changes needed to create a more equitable and responsive SEND system for all families, with a focus on those from ethnic minority backgrounds.

We highlight the need for more inclusive, proactive and culturally responsive support across the SEND system. This includes genuinely inclusive mainstream school environments, expansion of access to specialist provision, and early identification and assessment pathways. Importantly, this will only achieve equity if combined with co-production and engagement with SEND families from diverse backgrounds; and with a SEND workforce whose practice is culturally sensitive and who reflects the communities they serve.  

Parent carers also require clear, accessible information, a strong understanding of their rights, and guidance on how to advocate effectively for their child within a complex and often overwhelming system.

These recommendations are also set within the context of the recent schools white paper, ‘Every Child Achieving and Thriving’, and propose ways the reforms could go further to improve the system for families from minority backgrounds.

Download the findings reports

The research findings have been published in the following reports.

Acknowledgements

We wish to thank all those who contributed their time and expertise to this research. Special thanks go to the parents and professionals who generously shared their views and experiences through the survey, interviews and focus groups, helping to inform and inspire improvements across the SEND system.

We are particularly grateful to the members of the Project Group, whose co-production, guidance, and expert feedback have been integral to the success of this research:

We are also grateful to Contact staff who have provided helpful comments and feedback on the research. Special thanks go to Brigitte Bistrick-Bryan, Sharon Kitson, and Liam Synnot, for their invaluable help with organising the Year 3 focus groups.

Get in touch

For further information about this research, please contact: