Hong Kong schools urged not to repeat grades for SEN pupils

Meanwhile, in England, headteachers have raised concerns that a focus on "academic attainment at all costs" could undermine efforts to include more students with special educational needs and disabilities (Send) in mainstream education. The Association of School and College Leaders (ASCL) noted that high-stakes assessments create "perverse incentives" for schools, potentially penalizing them for lower academic outcomes among Send pupils. The ASCL also warned that without adequate staffing, funding, and training, reforms risk placing schools in an impossible position and harming children's support.

Further research from the Sutton Trust indicated that top-performing secondary schools in England admit significantly fewer disadvantaged pupils with Send compared to average comprehensive schools. This disparity, along with concerns that some schools actively discourage applications from Send pupils, suggests a potential strategy to boost grades and finances. The trust called for government reforms to be underpinned by increased funding, teacher recruitment, specialist support, and training for mainstream schools, and for schools to be rewarded for supporting challenging intakes rather than penalized in inspections and league tables.