New research commissioned by Buckinghamshire Council and conducted by Seetec has highlighted systemic gaps in post-16 careers guidance for young people with Special Educational Needs and Disabilities (SEND). The findings point to a lack of awareness among students with EHCPs about progression options other than university—despite government drives for improved destination outcomes and inclusion.

The study found that many SEND students in mainstream education settings were unaware of apprenticeships, supported internships, Higher Technical Qualifications or adult education routes in Buckinghamshire. In response, Seetec and Buckinghamshire Council have published a new resource to support educators and learners in Buckinghamshire: “What’s next after Level 3? For young people with SEND”.

Amy Rice, Executive Director Education and Care at Seetec, explained:

“Educators told us they want to give better guidance to their SEND learners but lack up-to-date, targeted resources. This guide was shaped by those needs—it’s grounded in the real experiences of students and schools in Buckinghamshire, and provides a clear overview of inclusive next steps.

“This isn’t just about careers guidance—it’s about life chances. We know schools want to do more, and this guide is a ready-made tool to help staff support learners with EHCPs and build confidence in the options available.”

The SEND Improvement Team Representative at Buckinghamshire Council at Buckinghamshire Council, added:

“We recognise the crucial role educators play in shaping young people’s futures. This guide and the accompanying research give schools and colleges a much-needed tool to broaden aspirations and support more inclusive planning for life after Level 3.”

The guide, now available online, outlines a diverse range of post-18 progression routes including apprenticeships, supported internships, Higher Technical Qualifications, alternative provision, and self-employment. It includes practical advice, resource links, and explains how each pathway can meet different learning and support needs.

Key findings from the research include:

• Only 43% of surveyed SEND students had received a careers interview.
• Many reported receiving “university-only” messaging, with little discussion of other options.
• Students cited confusion, lack of information, and fears around disclosure and discrimination in employment.
• Educators expressed a need for dedicated, SEND-specific resources to support transition planning.

To support schools further, a downloadable A3 poster has also been developed to promote the guide to students, featuring a QR code linking to the full resource hosted on Seetec’s website. 

Educators can access the full guide and research here.