Teachers unprepared for rising SEND complexity, ITT providers warn

Nearly two thirds of Initial Teacher Training (ITT) providers believe that teachers are not currently prepared to meet the government’s ambition to raise the complexity threshold for pupils with SEND entering mainstream schools.
 
The latest ITT Insights Survey, commissioned by NASBTT, reveals that 65% of the 75 respondents are concerned about teachers’ readiness to support pupils with more complex needs – and only 39% feel their own organisations are equipped to prepare trainees effectively.
 
When asked what specific training teachers need to deal with more complex needs in their schools, contributors emphasised that trainees must develop a deep understanding of both diagnosed and undiagnosed needs, including neurodiversity, SEMH, trauma and child development, while knowing when to seek specialist support. High-quality adaptive teaching and subject-specific strategies remain central to inclusive practice, with hands-on experience in diverse classroom contexts essential for translating theory into effective application.
 
The insights also underline the importance of strong collaboration between teachers, SENDCos, support staff, parents and external agencies, supported by clear communication and a robust graduated approach. Sustained, evidence-informed CPD – rather than one-off training – is seen as vital, alongside access to expert mentors, trauma-informed approaches and specialist pathways within ITT and ECF programmes.
 
Respondents cautioned, however, that systemic pressures such as limited time, funding constraints and rising levels of need are creating significant challenges for schools and new teachers.
 
In response, NASBTT CEO Emma Hollis commented: “Let’s be clear: SEND is a strategic priority for ITT, and we will not shy away from our responsibility to prepare trainees for the classrooms of the future. ITT programmes must look beyond the needs of the current system and proactively equip trainees for what lies ahead – where the complexity threshold in mainstream settings may be significantly higher. We must stay ahead of the curve and anticipate what inclusive, high-quality SEND provision will require in increasingly complex environments. Mainstream classrooms will inevitably need to be structured and staffed differently to support children with additional needs. Senior leaders and teachers must start considering what this means in practice, and new entrants to the profession must be ready for it.”

NASBTT is now launching a new project with ASCL SEND specialist Margaret Mulholland, including focus groups with providers to identify strong practice and barriers to integration. The findings will feed into a national paper and a mapped framework and suite of resources for 2026.