Staff at three special educational needs (SEN) schools in Essex have overwhelmingly voted to strike, escalating a simmering dispute over pay and recognition that has left both educators and parents anxiously awaiting the next move. The schools—Columbus School and College in Chelmsford, Pioneer in Basildon, and Lift Clacton—are all operated by the Lift Schools multi-academy trust. According to reports from the BBC and Gazette News, every single support staff member who participated in the ballot backed the walkout, a rare show of unanimity that underscores the depth of frustration among workers.
The staff involved include teaching assistants, pastoral support workers, and other specialist employees who serve some of the region’s most vulnerable students. At the heart of their demand is a call for a special educational needs allowance—up to £5,500 extra per year—mirroring the payment already awarded to teachers at the trust. Unison, the union representing the staff, argues that this allowance is crucial to reflect the additional skills, responsibilities, and daily challenges these workers face.
“It’s appalling that Lift has forced staff to this point,” said Bea Bartilucci, Unison’s area organiser, in a statement quoted by BBC and Gazette News. “All workers want is their contractual allowance recognising the extra skills and responsibilities that come with their jobs. Senior managers have spent months refusing to listen to staff. Staff shouldn’t have to vote for strike action for their bosses to respond to their concerns. No-one wants to strike, but workers can’t take any more disrespect. Lift needs to start having serious discussions with staff that properly recognise the massive contribution they make.”
The union’s frustration is palpable. Unison claims the trust has "shrugged off" staff requests for months, only recently agreeing to talks that, in their view, have not resulted in any meaningful proposals. The union insists that the support staff are the backbone of the schools, often handling the majority of behaviour management issues as well as providing personal and medical care. Without them, Unison says, teachers would be unable to do their jobs effectively—an assertion echoed by both parents and teachers who have voiced their support for the staff’s demands.
Evidence of this support is clear: more than 750 people, including staff and parents, have signed a petition backing the workers’ claims, according to Gazette News. The groundswell of community support highlights just how much the SEN support staff are valued—not only by the students they serve, but by the wider school community.
The Lift Schools trust, for its part, has pushed back against some of the union’s assertions. In a statement provided to the BBC, a spokesperson said the trust had carried out a review of support staff pay and put forward a proposal that would result in an increase in pay. However, the trust maintains that a universal SEN allowance is not possible within Department for Education guidelines, suggesting that their hands may be tied by national policy.
“That review has now concluded, and we have put forward a proposal that would see an increase in pay for our support staff,” the spokesperson said. “We value deeply the skill, commitment and care shown by our support staff every day, and our priority is to support and retain the people who make such a difference to children and young people.” The trust also emphasized that further talks with Unison are scheduled for January 2026, expressing hope that a resolution can be found and disruption avoided.
Yet, for many staff, the issue goes beyond pay. It’s about recognition—about being seen and valued for the complex, emotionally demanding work they do every day. As one Unison spokesperson put it, “Support staff often deal with the bulk of behaviour management issues, as well as having responsibility for personal and medical care. Without the staff, teachers would be unable to do their jobs.”
The dispute comes at a time when special needs education is under increasing strain nationwide. With rising numbers of students requiring additional support and ongoing funding pressures, many schools have struggled to recruit and retain experienced staff. In Essex, the standoff between Lift Schools and its employees has become a flashpoint for broader questions about how society values those who care for students with the most complex needs.
Parents, too, are watching the situation closely. For families of children with special educational needs, the relationship with support staff can be deeply personal. These workers are often the ones who help students navigate daily challenges, build confidence, and access learning that might otherwise be out of reach. The idea of a strike—and the potential disruption it could bring—has left many parents torn between empathy for the staff and concern for their children’s wellbeing.
Despite the high stakes, no dates for strike action have yet been set. Both sides appear to be bracing for further negotiations in the new year. The trust says it is “hopeful” that a resolution will be found, while Unison insists that only meaningful recognition of support staff contributions will end the dispute.
It’s a situation with no easy answers. On one hand, the trust faces the challenge of balancing its budget and adhering to Department for Education guidelines. On the other, staff are adamant that their roles—so central to the functioning of SEN schools—deserve not just fair pay, but genuine respect. The coming weeks will be critical as both sides return to the negotiating table.
For now, the mood among staff is resolute. As Bartilucci summed up, “No-one wants to strike, but workers can’t take any more disrespect.” Whether that determination leads to walkouts or a last-minute agreement remains to be seen. What’s certain is that the outcome will have far-reaching implications—not only for the three Essex schools at the heart of the dispute, but for the wider debate about how we support those who care for the most vulnerable children in our education system.