11/12/2025
During my sons most recent AR, we discussed the recent percieved increase in EHCPs and both managed to agree the current system is unsustainable and whilst the SENCO seemed optimistic about the new reforms I am slightly apprehensive.
Currently in Scotland, 43% of children are now identified as having additional learning needs. Rather than viewing this as a problem within the children, this figure raises serious questions about whether the mainstream education system is fit for purpose. The current model prioritises early academic achievement, sits children still when their bodies are wired to move, and limits opportunities for play and exploratio, the natural foundations of development. As children grow, they enter large, impersonal secondary schools where meaningful adult connection is minimal and test performance dominates the narrative about their future ( thank you Dr Naomi Fisher )
My child entered school struggling.He was labelled within the first 10 days, amd they have been difficult to shake.
Schools tend to be very quick to label CHILDREN as having behavioural issues or additional needs, as if they are the ones who are faulty rather than the structure around them. Assessments and diagnoses then multiply, not because children are increasingly ‘broken’, but because the system has become increasingly rigid. The less flexible the system becomes, the more children fail to fit within it.
I believe the core issue is not the CHILDREN who are still learning and developing, it is that the system was never designed with their developmental needs in mind. Until we recognise this, the number of children identified as having additional needs will continue.