What the experts say… TECHNOLOGY ISN’T A COST LINE
– IT’S A RESILIENCE STRATEGY Comment by IAN WEDGWOOD, Commercial Director at ViewSonic UK
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ver the past 20 years working alongside schools and trusts across the UK, I’ve seen classroom technology move from ‘nice to have’ to
fundamental.
But the conversation has evolved. It’s no longer just about engagement. Leaders are asking sharper questions: how do we make this sustainable? How do we protect budgets and prove impact? That’s where technology becomes a strategic lever.
One of the biggest shifts I’m seeing, particularly in multi-academy trusts, is moving away from isolated purchases. A screen here, a projector there – different systems in every room. That approach creates complexity, and complexity creates cost.
Standardising platforms across schools reduces training time, simplifies support and strengthens collaboration. When teachers walk into any classroom and the experience is consistent, confidence rises. Professional development becomes more focused. IT teams spend less time firefighting and more time improving infrastructure.
Centralised device management, remote updates, and usage visibility are not optional extras. They reduce engineer call-outs, minimise downtime, and create estate-wide stability. Resilience is built on consistency. Energy efficiency is budget protection
We cannot ignore the current financial climate. Energy-efficient display technology is no longer just an environmental decision – it’s a financial one. Replacing ageing projection systems with modern large-format LED displays can reduce power consumption year after year. Lower heat output places less strain on cooling systems, and longer product lifecycles mean fewer replacement cycles. The result is a better balance between innovation and sustainability. Cost control and sustainability are now inseparable. Schools thinking long-
term protect both their carbon footprint and their capital investment. That’s not just responsible; it’s commercially intelligent too. Design for flexibility – and inclusion
Modern classrooms must flex. Spaces are multi-use, learning styles vary, and estates are under pressure. Wireless collaboration tools and modular AV setups allow schools to adapt without major refits. That agility matters – especially when funding doesn’t align neatly with ambition.
But the most important lens is inclusion. Technology decisions should start with the learner who needs the most support. High-clarity displays, adjustable brightness, built-in accessibility tools, and responsive touch are not just specifications. They are access points for neurodiverse students, learners with visual challenges, and those who benefit from multi-sensory teaching. If we are serious about equity, we should also be demanding stronger support for EAL learners through adaptable content and language tools. When digital infrastructure is designed properly, it widens participation rather than creating barriers. And that benefits everyone. Partnership over transactions
This is not about box shifting. Schools need partners who understand procurement frameworks, lifecycle planning, training requirements, and long- term support. Accredited installation, ongoing firmware updates, transparent product roadmaps, and clear commercial structures all matter. Education deserves that level of commitment.
We all share the same goal: helping young people thrive in an increasingly digital world. By treating technology as a resilience strategy and not just a one- off purchase, we create stable, sustainable learning environments for the future. In today’s climate, that’s not optional – it’s essential.
WHY WE MUST WORK TOGETHER TO
FACE THE SEND AND WELLBEING CRISIS Comment by ED ROBBINS, CEO of Fresh Start in Education
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here are now more pupils than ever dealing with learning difficulties, anxiety, trauma and undiagnosed neurodiversity – but our current system was never designed to meet the level of support this calls for.
Teachers are stretched thin, and resources are stretched thinner. The challenge of giving every child the support they need is becoming a daily reality for staff across the country.
The past year has highlighted the sheer scale of the challenge. Government ministers confirmed in the 2025 Autumn Budget that the responsibility for SEND funding will move away from many local authorities, but the escalating cost of meeting children’s needs is going nowhere. With so much pressure on budgets, schools and local authorities are being forced to make impossible choices. Hundreds are warning they may face insolvency, cuts to services or dramatic reductions in SEND provision. For children with SEND, SEMH needs or mental health struggles, these deficits aren’t just financial figures. They represent waiting lists for specialist support, diminishing resources and increasingly limited possibilities for help at a time when they need it most.
Plus, the number of children with formal Education, Health and Care Plans (EHCPs) has dramatically increased. And a much larger group of children don’t meet the threshold for statutory SEND, yet they still struggle daily with anxiety, trauma-related behaviour, difficulties concentrating, undiagnosed neurodivergence or mental-health issues.
The challenge for schools is that these profiles rarely fit into a single box. Supporting and caring for these young people is extremely nuanced and takes flexibility and persistence. A one-size-fits-all or ‘triage-and-move-on’ approach just won’t work.
When the system doesn’t meet these children’s needs, they can fall behind academically or become disengaged from education. This can result in long-term school avoidance or exclusion. Missed education affects self- esteem, social development, mental health and future prospects. Expecting any one school or local authority to ‘go it alone’ isn’t realistic.
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www.education-today.co.uk
What we need instead is a network of schools, specialist services, mental- health professionals, community organisation and support providers working together.
That network must be ready to act early, respond flexibly, and give tailored support. That might mean therapeutic intervention, mentoring, trauma-informed care, mental-health support or adjusted learning pathways. Many will need a combination, with a wrap-around approach that meets the child and family where they are.
It all comes down to partnership and collaboration. When different parts of the system, including education, health, social care and community support, work together, we have a far better chance of keeping children engaged, supported and hopeful.
Short-term cash injections or stop-gap measures aren’t enough. We need a fundamental rethink, starting with investment in specialist staff, training, therapy services and flexible provision. We must build systems that spot emerging needs early and respond quickly, and that embed mental health and wellbeing support into the daily life of schools. Above all, we must value every child’s right to belong, learn and be supported – whatever their challenges.
Many of the system’s pressures won’t disappear overnight, but they can be eased with more investment, earlier intervention and closer partnership between schools, services and specialist support.
The priority for this year has to be making sure children aren’t left waiting. We need to give schools the space and backing to respond to needs as they arise, rather than when they reach crisis point. We must also recognise the value of specialist input that complements what schools already do and helps pupils reconnect with learning in a way that works for them. If the year ahead brings more of that coordinated, steady approach, pupils with SEND, SEMH or mental health challenges are far more likely to feel settled in school, properly understood and able to move forward with confidence.
March 2026
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