Broadening participation: Measuring the mental health of pupils with special educational needs and disabilities

Abstract Pupils in non‐mainstream settings, including special schools and alternative provision, are rarely included in large‐scale school‐based mental health surveys. As a result, the needs and experiences of children with special educational needs and disabilities (SEND) are often absent from population‐level data. This study assessed the feasibility of delivering an adapted school‐based mental health survey in non‐mainstream settings, provided an initial snapshot of pupils' mental health and wellbeing and explored whether adult support during survey completion influenced responses. A shortened, accessibility adapted version of the OxWell Student Survey, including audiovisual read‐aloud support and flexible administration, was completed by 296 pupils aged 8–18 across 15 non‐mainstream schools in England. Descriptive analyses summarised school experience, bullying, loneliness, mental health, self‐harm and support pathways. Exploratory comparisons examined differences between pupils who completed the survey independently and those who received adult support. Many pupils reported enjoying school and having friends, yet high levels of emotional distress were also observed. Half reported feeling sad or empty at least sometimes, 45% reported loneliness, 34% reported being bullied in the past year and 25% disclosed self‐harm in the previous 12 months. Most pupils (66%) completed the survey independently. Those receiving adult support more often selected non‐disclosure options (e.g. ‘prefer not to say’) and emotional distress less often, suggesting that adult presence may shape how sensitive information is disclosed. This study shows that, with appropriate adaptations, many pupils with SEND, who are typically excluded from large‐scale surveys, can meaningfully report on their mental health and school experiences. These perspectives are essential because without accessible monitoring tools, the emotional needs of pupils in non‐mainstream settings tend to be assessed informally or inconsistently, which limits the support that schools and services can provide. Developing inclusive, co‐designed and multi‐informant approaches will be crucial for improving the educational and health outcomes of pupils with SEND.