SEND and Race
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Authors
Selormey, Jason
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
ISCED Level 4 Post-secondary non-tertiary education
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study addresses the systemic issue of racial bias in the identification of children with Special Educational Needs and Disabilities (SEND), focusing particularly on the labelling of those with Social Emotional Mental Health (SEMH) or Moderate Learning Disabilities (MLD). Conducted in a mainstream setting at a Further Education College, the research highlights the complexities involved in addressing these biases.
Aims: The primary aim of the research is to better understand and mitigate the impact of racial bias on the identification and labelling of children in the SEND category. The study seeks to refine existing methodologies and develop actionable strategies that respond to the nuanced challenges faced by educators in this domain.
Methods: The research utilised an action research framework, structured into two cycles. The first cycle involved a thorough planning phase that included the review of key literature shaping the research inquiry. Ethical consent was obtained from all participants, ensuring anonymity throughout the process. The study involved iterative cycles of planning, action, observation, and reflection, allowing for continuous refinement of the research question and methodology.
Findings: The findings from the action research cycles indicate that racial bias affects the identification processes for children with SEND. The data suggests a need for comprehensive approaches that incorporate diverse perspectives and engage participants actively in the research process. Anonymity and ethical considerations were maintained throughout, fostering an environment conducive to open and meaningful dialogue.
Implications: The findings of the study highlight the necessity for educators to remain vigilant and reflective concerning their practices around SEND identification. Understanding how racial bias manifests in educational settings may provide insights into developing more equitable practices. Other educators might learn from the iterative nature of the action research cycles, which allow for ongoing improvement and responsiveness to the needs of diverse student populations.
Aims: The primary aim of the research is to better understand and mitigate the impact of racial bias on the identification and labelling of children in the SEND category. The study seeks to refine existing methodologies and develop actionable strategies that respond to the nuanced challenges faced by educators in this domain.
Methods: The research utilised an action research framework, structured into two cycles. The first cycle involved a thorough planning phase that included the review of key literature shaping the research inquiry. Ethical consent was obtained from all participants, ensuring anonymity throughout the process. The study involved iterative cycles of planning, action, observation, and reflection, allowing for continuous refinement of the research question and methodology.
Findings: The findings from the action research cycles indicate that racial bias affects the identification processes for children with SEND. The data suggests a need for comprehensive approaches that incorporate diverse perspectives and engage participants actively in the research process. Anonymity and ethical considerations were maintained throughout, fostering an environment conducive to open and meaningful dialogue.
Implications: The findings of the study highlight the necessity for educators to remain vigilant and reflective concerning their practices around SEND identification. Understanding how racial bias manifests in educational settings may provide insights into developing more equitable practices. Other educators might learn from the iterative nature of the action research cycles, which allow for ongoing improvement and responsiveness to the needs of diverse student populations.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), further education college, race, identification, bias