Allies or adversaries? A reflection on the relationship between case officers and parent/carers

Abstract

The relationship between Special Educational Needs and Disabilities (SEND) case officers and parents/carers is central to the effective implementation of inclusive education policy, yet it is often characterised by tension, mistrust and conflicting expectations. By critically reflecting on whether SEND case officers and parents/carers function as allies working towards shared outcomes for children and young people, or as adversaries positioned within structurally oppositional roles, we can begin to address the areas of tension. Drawing on practitioner reflection, policy analysis and existing literature on collaborative practice, power dynamics and advocacy within statutory assessment processes, we can explore how systemic pressures, such as resource constraints, legislative frameworks and accountability measures, shape interactions and perceptions on both sides. This critical discussion highlights the tensions illustrated in the literature and uses theoretical frameworks as a useful lens to understand the SEND case officer role. Reframing the relationship from compliance‐driven negotiation to co‐produced partnership is essential for improving outcomes for children and young people with SEND, particularly considering the Schools White Paper (2026) and the associated SEND reforms. This decade‐long implementation process requires careful consideration of the role that SEND case officers play, and how they interact with parents/carers during the process.