‘Unbearable’ weight of the SENDCo: Workload, funding and burnout driving professionals away

‘It's heartbreaking’ – SENDCos speak out about their role's ‘impossible’ demands.

Teacher retention continues to be a government concern, with a third of teachers considering leaving the profession in the next 12 months.

SENDCos constitute a section of the workforce with continuously high workloads and ‘unmanageable’ pressure, with many leaving the role in the last term.

Digest heard from over 350 SENDCos, with more than 78% leaving or considering resigning in the last term.

‘Form after form, hoop after hoop’

Digest asked a group of SENDCos about the pressures in their roles and reasons for resignations. 

They highlighted workload challenges, noting that many work long hours during the week and on weekends.

‘I've worked within SEND in mainstream for over 20 years,’ one shared. 

‘The last few years have been horrendous. 

‘My average working week is now 60 hours Monday to Friday, plus eight hours at weekends. 

‘You suddenly end up realising you've spent more time with – and fighting for – other people's kids at the expense of your own.’

Once a role supporting children face to face, many reflected on how paperwork and administrative tasks take them away from the children they want to help.

‘More paperwork – form after form, hoop after hoop – meaning less time with children and modelling strategies. The SENCO role is now an office job.’

With many also still responsible for classes and the SENDCo role, finding time to complete demands often feels ‘impossible’.

Most called for the SENDCo role to be an official out-of-class post, so they can focus on the increasing ‘insurmountable’ SEND demands in all schools.

‘SENDCo should be prioritised as a stand-alone role and not be expected to have class responsibility,’ shared one SENDCo who also leads Pupil Premium, behaviour and is an ECT mentor.

Respondents also shared that it ‘isn't about paying us more,’ yet many received very little in addition to their regular teaching salary, as there is no set pay structure for SENDCOs.

‘No budget to do anything to help’

The SEND system continues to make the news, with pressure on the government to make real changes for schools and pupils.

The SENDCos voiced their frustration with the lack of funding within their schools and externally.

One shared they feel ‘held responsible and accountable for every child’ with SEND, ‘but with absolutely no budget to do anything to help’.

Others expressed their concerns at their inability to fully support pupils awaiting specialist provision because of a lack of appropriate schools.

‘We need more ARPs and specialist settings – increase funding for NHS services and schools.

‘Schools are understaffed and underfunded.’

While local authorities have their own challenges with money and huge deficits to tackle, respondents agreed they needed more support from their LAs.

They shared a ‘lack of resources and support’ and ‘significant issues’ with LA processes – some SENDCos also mentioned processes that conflict with Section 19 of the Education Act.

Others called for ‘national expectations of local authorities’ so they can be held ‘to account’.

‘Unrealistic expectations’

Despite being one of the only roles to require masters level qualifications within a school, many SENDCos felt they did not receive respect or support from their leaders, parents of pupils with SEND or local authority colleagues.

There are ‘unrealistic expectations of what a SENDCo can do,’ according to one, who also shared that paperwork, the increasing number of parents wanting referrals and support takes ‘a toll on my own mental health’.

They also stated that a ‘lack of money to pay for the number of teaching assistants’ and ‘constantly juggling the support’ is ‘exhausting’.

Although many shared they too were parents of children with SEND, they felt ‘broken’ and sometimes ‘vilified’ by the parents they support.

‘Often we have our own children with SEND but yet we are still vilified by parents who seem to think all the issues are our fault,’ one reflected.

Another shared: ‘I feel like a disappointment as I can't meet the expectations from parents and colleagues alike.

‘Wondering if I even make a difference at all these days?’

‘It's heartbreaking that a job can shatter you to pieces’

Almost every SENDCo discussed concerns about mental health.

‘It's heartbreaking that a job can shatter you to pieces,’ one shared.

‘The job has become unbearable over the years – it is too much for one person.’

An ‘isolating’ role, many felt lonely and that the job and pressures were ‘not well understood, except by those who do it’. 

‘The burnout is real. We constantly feel like we are being scrutinised and the job list is never-ending,’ one SENDCo explained.

Another, who recently resigned from the role, stated: ‘I left a SENDCo role last year due to the impact on my mental health.

‘In some schools, it's an impossible job and it will break you if you let it.’

Reflecting on the impact of the resignations taking place, a SENDCo stated: ‘It's a tragedy. Who will be left to fight for the most vulnerable children in our schools?’

‘Passionate about the job’

The SENDCos were overwhelmingly in agreement that they perform their role out of a desire to help and care for their pupils.

‘I am so passionate about the job. I do it for the children and the vulnerable families I work with,’ shared one.

However, more and more feel unable to continue with the role as it stands.

‘We are losing amazingly talented and hard-working staff due to burnout and breaking point,’ one explained.

‘It’s shocking and upsetting that so many good, hard-working colleagues feel that resigning is the only choice.’

Another shared: ‘It’s just so sad. Most SENCOs I know do this role because they genuinely care and want to support children and families.’

Actions SENDCos want the government to take to retain them

Respondents identified several key changes that would aid in retaining teachers in their roles. These changes included:

• more funding at all levels – money for training, resources and support staff in schools, and funding for LA and NHS services and more special schools around the country
• dedicated, protected, full-time, non-teaching status for the SENDCo – they felt it should be a job without any other responsibilities because of the size of the workload
• listening – the government needs to listen to those involved in the SEND system
• making the ‘undervalued’ SENDCo a mandatory part of the senior leadership team – ‘The SENDCo weaves a golden thread through every aspect of the school. If the SENDCo is allowed to make that thread glisten and be strong to its core, it’s the most rewarding job in the world.’
• nationalising SEND processes and documents such as EHCPs
• systemic change to address the underlying issues in the SEND system

One SENDCo and EYFS teacher shared simply that they need ‘funding, recognition, support’.

Read: SENDCo perspectives: How does the SEND system need to change?

Author bio:

Lauren Brown

Digest Content Writer - SEND

BA (Hons) Classics and French - PGCE - NASENCO

Lauren is a Content Writer for Twinkl Digest, Twinkl's new education update service tailored for education segments. Her focus is on SEND. You can contact her on Facebook or Twitter at @LaurenDigest. Drop her a message via social media, she'd love to hear from you!

Prior to joining Twinkl, Lauren spent 13 years working in primary schools, as teacher, SENDCo and Deputy Headteacher.

In her spare time you'll find her singing (and dancing) along to musicals or walking by the sea with her two dogs, Bonnie and Belle. She'll probably have a cup of tea with her too.