Preparing young people with SEND for adulthood: rights, reality and the growing need for reform

For children and young people with Special Educational Needs and Disabilities (SEND), these concerns are not new. The SEND Code of Practice already places a clear legal duty on schools, colleges and local authorities to prepare young people for adulthood from the earliest years. The Code requires professionals across education, health and social care to work together to help young people achieve positive outcomes in employment, independent living, good health and community participation.

In practice, however, many families continue to experience a system where support arrives too late. The SEND framework is built on the principle of high aspirations, with planning centred around the ambitions of the child or young person and their family. To achieve this, local authorities are expected to place families at the centre of decision-making and develop coordinated support arrangements.

Yet many parents report delays in securing assessments, refusals to assess needs when difficulties first emerge, and Education, Health and Care Plans (EHCPs) that lack the specificity and quantification necessary to secure appropriate provision. In many cases, families are forced to pursue lengthy Tribunal proceedings simply to obtain the support their children require. During this time, valuable educational opportunities can be lost.

The report identifies similar systemic failings, highlighting how many vulnerable young people fall through gaps between services and become “out of work and out of sight”, with no single agency taking responsibility for identifying and supporting them. 

The law requires every EHCP annual review from Year 9 onwards to include a focus on preparing for adulthood. These reviews should provide meaningful opportunities to discuss future aspirations, pathways into employment, further education, independent living and community participation.

Too often, however, these discussions become procedural exercises rather than genuine planning opportunities. Families frequently report that transition planning lacks detail, coordination and long-term vision, leaving young people unprepared for the significant changes that adulthood brings.

The report reinforces the importance of early and sustained preparation, warning that fragmented support systems contribute directly to poorer outcomes for vulnerable young people.

Once a young person reaches the end of compulsory school age, decision-making rights regarding their EHCP transfer directly to them. These rights include:

• Requesting an EHCP assessment up to age 25
• Making representations about EHCP content
• Requesting a particular educational placement
• Requesting a Personal Budget
• Appealing decisions to the First-tier Tribunal (Special Educational Needs and Disability)

Despite these significant legal protections, many young people remain unaware of their rights or struggle to exercise them independently. Young people with communication difficulties, learning disabilities or mental health needs may require specialist support to ensure their views are heard and understood.

The SEND framework places a clear duty on local authorities to provide this support where needed. However, many families continue to report that advocacy and participation opportunities are inconsistent or unavailable.

The SEND Code of Practice is clear that all students aged 16 to 19, and those up to 25 with an EHCP, should follow coherent study programmes that provide challenge, progression and preparation for adult life.
Students should not simply repeat qualifications or learning they have already completed successfully. However, many young people with SEND find themselves placed on programmes that fail to stretch their abilities or advance their aspirations.

This concern aligns closely with the findings of the report, which highlights broader concerns about young people’s progression into meaningful education, training and employment opportunities. The report notes that many young people are becoming disconnected from systems designed to support them, leading to long-term economic inactivity.

Where a young person has an EHCP, local authorities are expected to ensure that a full package of provision is available across five days where necessary, including education, health and social care support.

Young people aged 19 to 25 with EHCPs remain entitled to access further education free of charge in the same way as 16 to 18-year-olds. Apprentices with EHCPs should also receive full funding on equivalent terms.
Despite these entitlements, confusion remains widespread regarding eligibility, funding arrangements and available pathways. Many families encounter resistance when seeking full-time placements or specialist programmes, often requiring legal intervention before appropriate provision is secured. 

The report highlights declining opportunities for young people entering education and employment pathways more broadly, particularly for those requiring additional support.

Perhaps one of the most common concerns raised by families is the experience of “falling off a cliff” when a young person reaches adulthood.
The law is clear that transitions between children’s and adult services should be carefully planned, coordinated and integrated with the EHCP review process. Young people should not find themselves suddenly without support, and transitions should rarely occur abruptly on a person’s 18th birthday.

Unfortunately, many families continue to experience uncertainty about which service is responsible, delays in assessments and gaps in support during transition periods. These disruptions can have profound consequences for a young person’s education, wellbeing and future independence.

The report’s wider findings suggest that fragmented systems and poor coordination continue to be significant contributors to young people becoming disengaged from education and employment opportunities.