Around 300,000 children, including those with conditions such as autism, ADHD, and dyslexia, will be better supported to achieve and thrive as the government expands successful programme to help boost attendance and behaviour.

Backed by GBP9.5 million in government funding, the Partnership for Inclusion of Neurodiversity in Schools (PINS) programme - which supports neurodiverse students by training teachers to identify and better meet their needs and improves parental engagement - will be extended for another year across a further 1,200 schools.

One in seven children are estimated to be neurodiverse, and a lack of specialist training and awareness to support them means they often face bullying, higher rates of suspensions due to challenging behaviour, absence, and poor mental health.

The positive impact of the PINs programme is already being seen in 1,600 primary schools which have previously taken part, with staff reporting increased attendance, improved behaviour, and better pupil wellbeing - which in turn benefits the entire school community.

It ensures mainstream primary schools are more inclusive, enabling more children with SEN to thrive with their peers, meaning special schools can cater to those with the most complex needs - in line with the Government's vision for a reformed SEND system as part of its Plan for Change.

Education Secretary, Bridget Phillipson said:

The impact on life chances when there is a lack of appropriate support for neurodivergent children can be devastating.

We want a different future for children with SEND: inclusive and tailored to meet their needs, so everyone has the chance to achieve and thrive, and excellence is for every child.

As part of our Plan for Change, we are determined to fix the broken SEND system and restore the trust of parents by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.

Some neurodivergent children are highly sensitive to loud noises or bright lights, leading to sensory overload which makes it difficult to learn, while others have difficulty understanding social cues or communication, leading to feelings of isolation.

Others can find skills such as managing time difficult, impacting their ability to complete tasks, and some may experience hyperactivity or difficulties with emotional regulation, which make behaviour challenging. On top of this, some pupils 'mask', which can lead to increased anxiety and burnout.

Through the PINS programme, specialist education and health professionals provide vital training to school staff to better identify conditions and access interventions tailored to their specific needs, and to better understand how to interact with neurodivergent children in a supportive way.

Schools are also expected to host termly meetings with parents and carers, allowing them to feedback on the school's approach to supporting children's needs, increasing parental confidence.

Carfield Primary School in Yorkshire received support from a speech and language team and occupational therapist through the PINS programme which helped teachers better identify and support children's needs.

They now open the school gates earlier and stagger their lunch time for pupils to ensure there is a calmer, more regulated school environment to avoid overstimulation. Plus, each child has a profile for teachers to understand their individualised needs.

Source: Gov.uk