Parents of children with special educational needs face 'lonely and uncertain journey' accessing childcare

Families of young children with special educational needs and disabilities (SEND) often encounter a confusing and disjointed system when seeking suitable childcare, which can take a heavy emotional toll, according to a recent study by researchers at the University of Exeter. Mothers rely heavily on informal support and reassurance from preschool workers, who help interpret official communications, navigate referrals to specialist services, and assist in finding appropriate childcare options.

Many participants in the research expressed a lack of understanding about the child's condition and the available support services, leading to feelings of being lost, delayed help-seeking, and difficulty evaluating suitable assistance.

The study, which involved interviews with 11 mothers and 13 childcare practitioners, revealed a paradox: while an official diagnosis may facilitate access to services, it can also create barriers when providers are unable to accommodate children with certain developmental conditions or when families are hesitant to disclose their child's needs due to potential stigma or concerns about securing a place.

Researchers Angeliki Kallitsoglou, Kristi Dingwall, Rebecca Georgis, and Cristina Motoca identified several factors contributing to the challenges, including inconsistent support, lack of a clear conceptual framework, and the need for more coordinated and systematic assistance.

Dr. Kallitsoglou noted that the journey of accessing early years education or childcare for families with children with identified or emerging SEND can be a lonely and uncertain experience, placing significant emotional burdens on mothers. Preschools and nurseries often serve as essential hubs of information and support, particularly for lone mothers, less confident advocates, and those with limited support networks.

However, this support is often inconsistent and depends on practitioners going above and beyond, highlighting the need for better coordination and systemic assistance.

The researchers propose that the government's new Best Start Family Hubs policy offers an opportunity to provide families with children who have identified or emerging SEND with meaningful brokerage and system-navigation support. This, in turn, could facilitate improved collaboration and communication across early years childcare and education, health care, and social care, reducing fragmentation and ensuring a more cohesive system of support.

They advocate for a shift towards needs-led support, rather than relying solely on formal diagnoses, especially in terms of funding and accessing SEND services. Additionally, they call for the early years workforce to receive training in inclusive, relational, and trauma-informed practices to better serve families as trusted sources of support.