Gender Differences in Special Educational Needs Identification in England

This study investigated gender differences in the identification process for Special Educational Needs (SEN) services within the context of England. Gender disparities in disability identification has long been a subject of concern, impacting tailored support and opportunities, particularly for female students. By utilizing population-level data, we ascertained the presence and extent of these gender differences, aligning our findings with existing literature and addressing knowledge gaps regarding sex ratio disparities across several disability categories. Descriptive analyses were conducted on publicly accessible UK government datasets. The study examined how gender differences have evolved over time, varied across regions, disability types, and educational phases (i.e., nursery, primary, or secondary).