Why Schools Should Involve Parents, Carers, and Students in Accessibility Planning

When writing an Accessibility Plan for a school, we always ask: “Do you involve parents, carers, and students in the development and review of your accessibility policies and practices?” Surprisingly, many schools still answer no.

This isn’t a criticism—it’s a reflection of how accessibility is often approached as a compliance task rather than a collaborative process. But involving those directly affected by accessibility decisions isn’t just good practice—it’s transformative. Here’s why schools should reconsider and actively engage families and pupils in shaping their accessibility strategy.

Listening to Lived Experience

Parents and carers are experts in their children’s needs. They navigate the daily realities of disability, neurodiversity, and health conditions, often across multiple systems. Their insights can highlight barriers that professionals may overlook—such as inaccessible communication formats, sensory overload in communal spaces, or the emotional impact of transitions. Students, too, bring invaluable perspective. Whether they’re navigating the site independently or relying on support, their voices help shape policies that reflect real-world experience.

By inviting these stakeholders into the conversation, schools gain a richer understanding of what inclusion looks like in practice. This isn’t just consultation—it’s co-production.

Building Trust and Transparency

Involving families and pupils in accessibility planning sends a clear message: we value your voice. It fosters trust, strengthens relationships, and creates a culture of openness. When parents feel heard, they’re more likely to engage positively with the school, advocate constructively, and support implementation. For students, being part of the process builds confidence and ownership. It affirms that their needs matter and that they have agency in shaping their environment.

This collaborative approach also reduces the risk of complaints or misunderstandings. When policies are developed transparently, with input from those affected, they’re more likely to be accepted and understood.

Strengthening Statutory Compliance

While schools are not legally required to involve parents and students in every aspect of accessibility planning, doing so aligns with the spirit of the Equality Act and Department for Education guidance. Accessibility Plans must be reviewed regularly and should reflect the evolving needs of the school community. Including stakeholder feedback ensures that plans are not only compliant but also responsive and future-proof.

Ofsted, too, increasingly looks for evidence of inclusive leadership and pupil voice. Schools that demonstrate meaningful engagement with families and students in shaping provision are better placed to show impact and intent.

Practical Benefits

Beyond policy, there are tangible benefits. Parents may suggest low-cost adjustments that make a big difference—such as clearer signage, staggered transitions, or alternative formats for communication. Students might identify areas of the site that feel unsafe or inaccessible, prompting simple but effective changes. These insights can inform training, resource allocation, and strategic planning.

Moreover, involving stakeholders can help schools anticipate future needs. As demographics shift and new pupils join, having a culture of engagement ensures that accessibility remains proactive rather than reactive.

Making It Work

Engagement doesn’t need to be complex. Schools can:

• Include accessibility in parent surveys or forums

• Invite feedback during plan reviews or policy updates

• Create pupil voice groups focused on inclusion

• Consult families during transitions or site changes

The key is to make participation meaningful—not tokenistic. Feedback should be acknowledged, acted upon, and reflected in published plans.

Conclusion

Accessibility is everyone’s responsibility, but its success depends on listening to those most affected. By involving parents, carers, and students in the development and review of accessibility policies, schools move from compliance to compassion—from obligation to opportunity. It’s a step that not only strengthens provision but also deepens the school’s commitment to equity, dignity, and belonging.