The publication of the Young People and Work: Interim Report (28th May 2026), led by Alan Milburn, should act as a wake-up call across the education, health and employment systems. With nearly one million young people now not in education, employment or training (NEET), the report frames the issue as a “crisis of opportunity” — one that risks creating a “lost generation” if left unaddressed.
For those of us working in the specialist sector, the report is both sobering and affirming. It reinforces what special schools have long understood: the barriers facing young people with SEND are not marginal, they are central to the national challenge. The question now is how we can ensure this recognition translates into meaningful change, particularly as the SEND Reforms, and the proposed Education for All Bill which will act as the vehicle for bringing the reform changes into law, continue to develop.
Below, we reflect on the key risks and opportunities arising from the report and what they mean for our sector.
SEND at the centre of the NEET crisis
One of the most striking findings is that the number of young people who are NEET has risen to more than one million — the highest level in 12 years. The report notes that young people with SEND are around 80% more likely to be NEET than average, and that disabled young people are the group for whom the least progress has been made over the past decade. The report is clear that SEND is a defining feature of the NEET crisis.
This, however, creates a powerful platform for the sector. The Milburn Review gives us strong, evidence-based leverage to argue that SEND must be central to policy design and not treated as an adjunct. As decisions are made through the SEND Reforms and put into action through the expected Education for All Bill, there is a clear opportunity to push for:
- Stronger recognition of specialist provision
- Investment in SEND pathways into employment
- Clear accountability for outcomes for learners with additional needs
There remains a danger, however, that despite the evidence, government policy and reform continue to focus primarily on mainstream inclusion as a solution without adequately resourcing specialist expertise and understanding the importance of meeting needs as a driver for school placements. If meeting SEND needs is acknowledged rhetorically but not prioritised structurally, the cycle of underperformance will continue.
The transition cliff-edge: A system failure we cannot ignore
The report highlights a consistent pattern: young people who become NEET are often those who experienced poor engagement at school, absence or exclusion, lack of qualifications, and unmet additional needs. Critically, transition points, particularly at 16–18 and beyond, are identified as moments where support frequently breaks down. This is something we hear often from our members - that the delays, poor options...etc at transition points can negatively impact the next steps for that child or young person.
The interim report highlights the importance of an improved preparation for adulthood offer. This aligns strongly with what special schools already do. Across our membership, schools are delivering high-quality programmes that build:
- Employability skills
- Independence and life skills
- Meaningful links with employers and communities
This is an area where NASS can lead the conversation. By showcasing practice from our schools, we can demonstrate that specialist provision is not only educationally effective but economically and socially vital. With the government promising a renewed Curriculum by 2027 for teaching from 2028, it is important that there is a strong push for a much stronger Preparation for adulthood/ Preparation for Life curriculum across all types and levels of education settings.
Health, mental health and the missing integration
The report is explicit in its criticism of the health system, particularly in relation to supporting young people with mental health needs into work. Ill health is now one of the primary drivers of economic inactivity among young people.
This strengthens the case for integrated working, a long-standing ask from the SEND sector. As reform discussions gather pace, we should be pushing for:
- Stronger accountability on health partners
- Expanded mental health provision within and beyond schools
- Joined-up planning between education, health and employment services
However, as Claire Dorer, NASS CEO discussed in her recent blog From Mental Health to Social and Emotional – what difference does it make? | NASS, the recent SEND Reforms consultation signals the end of a 12-year categorising of 'Mental Health Needs’ as a specific category of Special Educational Needs. Instead, the proposal is that we return to a category of ‘Social and Emotional Needs’ within both the SEND Code of Practice and the proposed Specialist Provision Packages.
As Claire concluded in her blog, “this is a major change that will require a lengthy, thoughtful and well-resourced transition. Whilst the categories of SEND may change, the mental health needs of learners will not, and we have to fight to ensure that they have access to appropriate services.”
Fragmentation and accountability: A system under strain
A consistent theme throughout the report is systemic fragmentation. Education, the NHS, and employment services operate in silos, with weak tracking of young people’s outcomes and limited employer engagement. This reflects the message that all of us who work in the SEND sector have been saying all along!
The second phase of the Milburn Review, due later this year, promises to focus on reform proposals and accountability structures. This is a critical moment, and it is important that we take advantage of the opportunity this may bring.
There are some key messages within the Milburn Review that currently have clearly not been considered and reflected by DfE in terms of their SEND reform proposals in terms of the lack of coordination and silo working within government between the key departments – although I thoroughly believe that a considerable percentage of the SEND reform consultation responses will have raised these concerns quite robustly!
A critical moment for influence
The parliamentary debate on 2nd June 2026 reinforced the urgency of the challenge, with cross-party agreement on the scale and systemic nature of the problem. There is consensus that action is needed, but less clarity on how this will be funded, delivered and held accountable.
This uncertainty creates both risk and opportunity.
The Milburn Review makes one thing clear: improving outcomes for young people with SEND is not a side issue but is essential to addressing the national NEET challenge. Transition, employability and integrated working are set to be central themes in future reform. For NASS and our members, we must ensure that:
- The expertise of special schools is recognised and utilised
- Specialist provision is embedded at the heart of the SEND Review and the Education for All Bill
- Policy is shaped by what works, including the strong preparation for adulthood already delivered across our sector
The next phase of the Milburn Review will be critical in shaping the future system. Our collective voice, evidence and experience must play a central role in informing what comes next and we ensure that decisions are informed by robust evidence about what works for children and young people, for families and for society as a whole.