Press release – 24th February 2026
The government has released its new schools white paper, Every Child Achieving and Thriving, setting out significant plans to strengthen support for children with special educational needs and disabilities (SEND). Central to this is a £4 billion investment over three years, aimed at widening access to early intervention, specialist expertise, and inclusive practice across all schools. This includes £1.6 billion for targeted and small‑group interventions delivered at the first signs of need, and a further £1.8 billion to create an Experts at Hand service, giving schools and families access to specialists such as SEND teachers, educational psychologists, and speech and language therapists in every local area. [gov.uk], [schoolsweek.co.uk]
The paper also commits to training all teachers in SEND, expanding specialist school places, and improving consistency so that families no longer feel they must navigate long, difficult processes to secure help.
Recognising Childhood Acquired Brain Injury
Children and young people with acquired brain injury (ABI) often face a unique challenge within the current system. ABI is not explicitly defined as a disability within SEND categories, which means many children fall outside recognised pathways and risk missing out on the specialist support they require. Their needs can be subtle, variable, and easily misunderstood and missed, especially when the effects of injury emerge over time or during key developmental stages.
Because ABI does not fit neatly within existing categories, families often find themselves having to explain, justify, and repeat their child’s needs in settings that are not designed to identify or respond to hidden disabilities, and often evolving cognitive change. This is where early, skilled access to specialist support is essential.
The Child Brain Injury Trust has long advocated for a greater understanding of ABI, as it is a unique and complex situation. We believe the government’s focus on early intervention, better access to expertise, and consistent support provides an important opportunity to address this gap. For these reforms to succeed, they must recognise the unique needs of children with ABI and ensure that support is not dependent on labels, but on a clear understanding of how ABI affects learning, behaviour, communication, and wellbeing.
Our Commitment
The Child Brain Injury Trust welcomes the intention to build a more inclusive system, and we will review the details carefully as they emerge. We remain committed to ensuring that the experiences of children with ABI and their families are represented in the development and delivery of these reforms.
We will continue working with schools, policymakers, health partners, and local authorities to make sure that no child with an acquired brain injury is overlooked and that support is shaped around their individual needs, strengths, and challenges.
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