“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID‐19

With the increase of special schools in UK and around the world, this study seeked to explore in‐depth the reality of practitioners working with children with SEND in specialist settings throughout the COVID‐19 pandemic. Utilising semi‐structured interviews with 11 special school teachers and leaders, this study found that professionals working in specialist settings experienced parental conflict, challenges related to personal life and working arrangements during this time, and highlighted concerns and opportunities for the future and sustainability of the SEND system. The professionals highlighted some essential components needed to support the development of meaningful careers and the reduction of attrition in the sector such as an increase in pay and greater appreciation of the role. This study has implications for policy and practice in a time of uncertainty pre‐election and during national crises such as high teacher turnover coupled with low teacher recruitment.