We are delighted to share the reflections of Melissa Farnham, CEO of ASDAN and FED Futures Partner. Melissa, a care leaver who endured a fragmented education, and someone with 26 years of experience in education and leadership, reflects on the curriculum crisis.
The Curriculum Crisis: Stifling Young Minds and Failing the Future
“Since 2010, more and more children with special educational needs have been taught outside of mainstream schools. SEN funding is a complete disaster: we spend more money than we used to, we get worse outcomes, and costs continue to rise. The Institute for Fiscal Studies warned today that the government was likely to ‘come under huge pressure’ to increase spending to meet SEN demands, with reforms requiring costs ‘probably in the billions rather than hundreds of millions.’” (S. Bush FT January 8th, 2025)
These issues go beyond funding. They reflect systemic failures in how we design and deliver education. The curriculum, from Key Stage 1 (KS1) to Key Stage 4 (KS4), fails to support the natural development of young minds. It neglects developmental science while sidelining inclusivity and equity. This has left many students—especially those with special educational needs, late developers, and trauma-affected children—without the tools they need to thrive in school and beyond.
Where the Curriculum Fails
At KS1, the focus on play and exploration fosters creativity and builds vital neural connections. Activities such as storytelling, positional language, and imaginative play align with children’s developmental needs, encouraging adaptability and resilience. However, this nurturing environment quickly disappears by KS2, where narrow academic goals and SATs preparation dominate. This transition stifles neuroplasticity, hinders creativity, and accelerates neural pruning, limiting opportunities for children to develop critical thinking and problem-solving skills.
For late developers and children affected by trauma, KS2 is particularly damaging. The rigid framework prioritises immediate academic results, often overlooking their need for gradual progress, flexible support, and interventions to rebalance cognitive and emotional functions. The absence of an inclusive curriculum denies these children access to diverse opportunities that could unlock their potential.
At KS3, the curriculum broadens briefly but loses the benefits of thematic and cross-referenced learning. This lack of integration weakens neural pathways essential for critical thinking and deeper understanding. The absence of real-world applications further disengages students, while social and cultural pressures consume their cognitive energy, leaving less capacity for academic growth.
By KS4, the curriculum narrows again, focusing solely on GCSE preparation. This restrictive focus limits the development of executive functions like adaptability, decision-making, and resilience. Just as neural pruning intensifies, students are denied opportunities to explore, fail, and recover—essential skills for thriving in higher education and employment. Late developers and trauma-affected children are particularly disadvantaged, widening educational inequalities.
Since 2015, the number of children requiring Education, Health, and Care Plans (EHCPs) has risen sharply, reflecting the growing number of students unable to access a curriculum that no longer meets their developmental needs. By 2022, the situation worsened as the impact of COVID-19 fragmented the development of entire cohorts. Was the “recovery curriculum” well-focused, and why did it end so abruptly?
The Need for an Inclusive and Equitable Curriculum
The current model fails to prepare young people for a world increasingly shaped by diversity, technology, and global challenges. To address these shortcomings, schools must:
• Embrace Technology: Equip students with digital skills and provide equitable access to technology, ensuring readiness for a workplace where tech literacy is essential.
• Integrate Real-World Applications: Embed problem-solving, collaboration, and project-based learning relevant to modern industries into the curriculum.
• Foster Critical Thinking and Adaptability: Move beyond rote memorization to encourage exploration, failure, and iterative learning—skills vital for success in an unpredictable future.
These changes require minimal financial investment but could yield significant long-term benefits, reducing the need for costly EHCPs by creating a stronger, more equitable school experience.
A Call to Action
The task is daunting, but there is hope. I am working as a FED Futures Partner with influential education advocates Foundation for Education Development (FED) who are tirelessly building an education legacy that aligns with the demands of the future. These organisations advocate for a system that advances the workforce, fosters resilient communities, and nurtures a healthier population.
Working with like-minded thought leaders such as the Foundation for Education Development (FED), Youth Employment UK, and Whole Education, who believe that a thoughtful, sustainable, long-term approach to the education of countries’ learners can unlock the talent to drive economies and societies, is critical to this mission.
Being part of a powerful group of experts focused on implementing a new approach to strategic education planning allows us to drive improvement across many countries around the globe. This collective expertise brings innovative solutions to systemic educational challenges, fostering a global movement for meaningful reform.
The future of education must prioritise the needs of every learner, leveraging developmental science, technology, and inclusivity to empower the next generation. By supporting these initiatives and calling for systemic reform, we can ensure that our education system becomes a force for progress—one that not only prepares young people for the workforce but also enriches society as a whole.
The time for change is now. Let us act decisively to build a curriculum that truly prepares children for the dynamic, interconnected world they will inherit. Together, we can create a stronger, more resilient, and inclusive education system—one that equips all young people to thrive.
