Children from homes where English is not the first language are 30% less likely to receive formal Special Educational Needs (SEN) support, according to a collaborative study by UCL and the Institute of Education. This finding raises concerns about equity in accessing educational support services.

Language and cultural barriers are leading to delays or misinterpretations in identifying children’s educational needs.

Researchers analysed data from over 5.2 million pupils and found that multilingual families were underrepresented in SEN registers, particularly in cases of speech, language, and communication needs. South Asian and Eastern European children were most affected.

The report calls for improved communication with parents, more culturally competent assessments, and investment in interpreter services within schools.