Strengthening outcomes for EAL learners who have a SEND

In this briefing, The Bell Foundation responds to the 2026 Schools White Paper by highlighting the urgent need to improve outcomes for pupils who use English as an Additional Language (EAL) and also have Special Educational Needs and Disabilities (SEND).

Drawing on recent research and national data, the briefing shows how language barriers can lead to both the misidentification and under-identification of SEND, with significant consequences for pupils’ attainment, inclusion, and wellbeing. As the number of multilingual learners in England’s schools continues to grow, The Bell Foundation is calling for clearer guidance, better assessment tools, stronger teacher training, and closer collaboration between EAL and SEND provision to ensure learners receive the targeted support they need to thrive.

Recommendations for schools:

The Bell Foundation advocates a whole-school approach to EAL and SEND provision which ensures that all needs are reliably and accurately identified, and that sustainable support strategies are put in place for both language and special needs.

Recommendations for policy makers:

1. Introduce mandatory training for SENCOs on EAL and SEND, as part of the £200m national SEND training programme.
2. Ensure multilingual capability within Experts at Hand teams.
3. Individual Support Plans (ISPs) should include a compulsory EAL profile section for multilingual learners: proficiency in English, home language use, and literacy, cultural and family context.
4. EAL specialist involvement in Individual Support Plan (ISP) decisions for EAL learners.