Gov expands inclusivity programme to help neurodiverse pupils

The UK government is expanding a successful programme to help around 300,000 children with neurodiversity issues boost attendance and behaviour.

Backed by £9.5m 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.

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.”

Through the PINS programme, specialist education and health professionals provide vital training to school staff to better identify conditions and access interventions tailored to children with 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 give feedback on the school’s approach to supporting children’s needs, increasing parental confidence.

Tom Cahill, National Director for learning disability and autism at NHS England, said: “It is fantastic news that thousands more neurodivergent children are to be better supported to thrive in mainstream primary schools. I visited a PINS primary school and saw first hand how health professionals can support schools in meeting the needs of neurodivergent children – I heard from parents who appreciated the support without the need for diagnoses or waiting lists.  

“Effective partnerships between local NHS systems, local authorities, schools and parent carer forums allows schools to access specialist health professionals to provide advice and training. Strengthening relationships between schools and parent carers ultimately leads to improved children’s experiences at school and provides us with a blueprint for the future.”

The Government also established its neurodivergence “Task and Finish Group”, led by Professor Karen Guldberg, which brings together a group of experts to drive understanding of how to improve inclusivity and expertise in mainstream schools, in a way that works for neurodivergent children and young people.

Professor Karen Guldberg, the chair of the neurodivergence Task and Finish Group, said: “I welcome the expansion of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. It focuses on strengthening the knowledge, understanding and skills of those who support neurodiverse children and young people in mainstream schools.

“It is an excellent example of strong partnership work between education, health and parent carers to meet the needs of neurodiverse children and young people.”