Support for neurodivergent children and young people

DOI: https://doi.org/10.58248/PN733  

Neurodiversity refers to natural variations in the different ways brains process information. The term neurodivergence describes people whose neurological development and function are different (to a greater or lesser extent) from what is considered to be ‘typical’. Understanding of what neurodivergence is and what it includes is still evolving. 

Some known neurodevelopmental conditions include autism (sometimes known as ASD, or autism spectrum disorder), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (also known as dyspraxia) and specific learning difficulties such as dyscalculia and dyslexia. 

This POSTnote covers neurodivergence among children and young people, including known neurodevelopmental conditions. It focuses on support for neurodivergent children and young people in education and healthcare. 

Key points: 

• Some evidence suggests a rise in the identification of some neurodivergent conditions, such as autism, in children and young people in England. 

• For some neurodivergent people, healthcare support may be provided through assistance with diagnosing conditions and providing support to those with diagnoses. In education, support may be provided via the special education needs and/or disability (SEND) system.  

• Neurodivergent children and young people may face challenges, which can include long waiting times, difficulty accessing services and support, and misdiagnosis and underdiagnosis. 

• Barriers to children and young people accessing support may include disjointed support pathways and communication between service providers; lack of staff training and/or confidence; risks or negative effects from transitioning between services; under-funding of services; and some demographic factors. 

• Some stakeholders have suggested future policy considerations including co-producing of plans with neurodivergent children and young people and their families; streamlining service pathways; and enhancing accountability from service providers.   

There are a wide range of neurodivergent conditions including, but not limited to, those mentioned in this POSTnote, and the concept of neurodivergence is evolving. This note covers broad frameworks and definitions and, given the range of neurodivergent conditions, the information included may not be exhaustive or representative of all conditions. 

This briefing refers to children and young people aged between 0 and 25 years. However, different sources define children and young people differently, and, for example, may apply guidance for adults from the age of 18. 

Education and health and social care policies are devolved. Unless otherwise specified, policies, strategies, guidance, and plans discussed in this POSTnote refer to England. However, some policies, strategies, guidance and plans may also apply to other parts of the UK. 

Acknowledgements  

POST is grateful to Sam Vo for researching this briefing, to the British Psychological Society for funding her parliamentary fellowship, and to all contributors and reviewers. For further information on this subject, please contact the co-author, Dr Laura Webb. 

POSTnotes are based on literature reviews and interviews with a range of stakeholders and are externally peer-reviewed. POST would like to thank interviewees and peer reviewers for kindly giving up their time during the preparation of this briefing, including:  

Members of the POST Board*  

Department for Education* 

Department for Health and Social Care*  

ADHD Foundation 

ADHD UK   

National Autistic Society* 

British Dyslexia Association* 

Dr Anna Cook, University of Surrey  

Dr Abby Russell, University of Exeter*  

Dr Emma Ashworth, Liverpool John Moores University* 

Dr Jill Pluquailec, Sheffield Hallam University* 

Professor Jo van Herwegen, University College London* 

Dr Kathy Leadbitter, University of Manchester* 

Dr Kinga Morsanyi, Loughborough University* 

Professor Laura Crane, University of Birmingham* 

Dr Nancy Doyle, Founder of Genius Within CIC and Visiting Professor at Birkbeck* 

Professor Olympia Palikara, University of Warwick* 

Dr Rebecca Ward, University of Southampton* 

Dr Simon Hayhoe, University of Exeter*  

Professor Sue Fletcher-Watson, University of Edinburgh  

Dr Susan Young, Psychology Services Limited* 

Dr Tasha Cullingham, Manchester University NHS Foundation Trust  

*denotes people and reviewers who acted as external reviewers of the briefing