More support for neurodivergent children in mainstream schools
A new press release from the DfE and Department of Heath and Social Care was published this morning announcing “Around 300,000 children across 1,200 primary schools to benefit from earlier and better neurodiversity support.”
The UK government is expanding its Partnership for Inclusion of Neurodiversity in Schools (PINS) programme with an additional £9.5 million in funding, offering more support to around 300,000 neurodivergent children, including those with autism, ADHD, and dyslexia. This expansion will extend the programme to another 1,200 schools, building on the positive impact already seen in 1,600 primary schools.
The PINS programme focuses on equipping teachers with the necessary training to identify and effectively meet the needs of neurodiverse students, while also enhancing parental engagement. Statistics suggest that one in seven children are neurodiverse, and without adequate specialist support and awareness, these students often experience bullying, higher suspension rates, increased absence, and poorer mental health.
The initial phase of the PINS programme in 1,600 primary schools has yielded encouraging results, with staff reporting improvements in student attendance, behaviour, and overall wellbeing, positively impacting the entire school environment. The programme aligns with the government’s vision for a reformed Special Educational Needs and Disabilities (SEND) system, aiming to create more inclusive mainstream primary schools where children with SEN can thrive alongside their peers, allowing specialist schools to focus on students with the most complex needs.
More Support for pupils
Education Secretary Bridget Phillipson emphasized the potentially “devastating” impact of a lack of appropriate support for neurodivergent children and reiterated the government’s commitment to fixing the “broken SEND system.” The PINS programme addresses various challenges faced by neurodivergent children, such as sensory sensitivities, difficulties with social cues and communication, time management issues, hyperactivity, emotional regulation challenges, and the phenomenon of “masking.”
Through PINS, specialist education and health professionals provide crucial training to school staff, enabling them to better identify conditions, access tailored interventions, and interact supportively with neurodivergent children. Furthermore, schools participating in the programme are expected to hold termly meetings with parents and carers to gather feedback and enhance parental confidence.
Carfield Primary School in Yorkshire, a beneficiary of the PINS programme, exemplifies its success. More support from speech and language therapists and occupational therapists has enabled teachers to better understand and address children’s needs. The school has implemented changes like staggered lunchtimes and earlier gate opening to create a calmer environment, and individualised profiles for each child aid teachers in understanding their specific needs. A parent from the school highlighted the increased sense of community and improved communication between parents and the school, leading to her son’s improved academic performance and enjoyment of school.
The positive outcomes are further supported by the experiences of Bethan Arthur, SENCO and Deputy Head Teacher at Carfield Primary School, who reported a significant improvement in the school’s relationship with parents and an increase in children’s attendance. Tom Cahill from NHS England also praised the programme’s ability to provide support without the need for formal diagnoses or long waiting lists, fostering effective partnerships between health systems, local authorities, schools, and parent carer forums.
Sarah Clarke and Jo Harrison from the National Network of Parent Carer Forums lauded PINS as an “inspiring initiative” that strengthens collaboration between educators, health professionals, and parents, leading to better communication, reduced isolation for students with SEND, and improved access to support services. Professor Karen Guldberg, Chair of the Neurodivergence Task and Finish Group, also welcomed the expansion, highlighting its focus on enhancing the knowledge and skills of those supporting neurodiverse children in mainstream schools. This initiative is part of a broader investment of £740 million aimed at encouraging councils to create more specialist places within mainstream schools to promote inclusivity.
Read the press release: https://www.gov.uk/government/news/more-support-for-neurodivergent-children
Published 29th May 2025
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