Reassessing special educational needs in rural China: Adopting the UK framework with a focus on left‐behind children

Abstract This study investigates the prevalence and distribution of special educational needs and disabilities (SEND) among left‐behind (LB) and non‐left‐behind (non‐LB) children in rural China, adopting the UK's broader SEND framework to address the limitations of China's current classification system. Using quantitative data collected from 17 primary school teachers in seven rural schools, representing 593 children, this research explores the relationship between LB status and SEND. The results reveal that 22.8% of the children were identified with SEND. This rate surpasses currently available statistics based on China's narrow definition of disability, yet aligns with global estimates. Contrary to expectations, LB status was not significantly associated with the prevalence or type of SEND. Cognitive and learning difficulties were the most prevalent type of SEND in both groups. These results challenge deficit‐based assumptions about LB children's vulnerability and suggest that under‐identification, structural limitations in teacher training, and the cultural normalisation of migration may obscure actual patterns of need. The study highlights the potential of adopting more inclusive, needs‐based SEND frameworks in under‐resourced educational settings, while cautioning that successful adaptation requires consideration of local capacities and cultural contexts.