Around 300,000 children with conditions such as autism, ADHD, and dyslexia will receive better support to help them succeed. The government is expanding a successful programme aimed at improving attendance and behaviour.
The Partnership for Inclusion of Neurodiversity in Schools (PINS) programme, funded with £9.5 million, will continue for another year. It will be extended to 1,200 more schools. The programme helps neurodiverse students by training teachers to understand and meet their needs better. It also encourages stronger engagement with parents.
About one in seven children are neurodiverse. Many face challenges because schools often lack specialist training and awareness. This can lead to bullying, more suspensions due to challenging behaviour, poor attendance, and mental health struggles.
Schools already involved in PINS report positive results. In 1,600 primary schools, staff have seen higher attendance, better behaviour, and improved pupil wellbeing. This benefits the whole school community.
The programme helps make mainstream schools more inclusive. This allows children with special educational needs (SEN) to learn alongside their peers. Meanwhile, special schools can focus on children with the most complex needs. This fits with the government’s vision for a reformed SEND system, part of its Plan for Change.
Education Secretary Bridget Phillipson said the lack of proper support can have a devastating effect on life chances for neurodivergent children. She emphasized the government’s goal to create an inclusive system tailored to each child’s needs. This would give every child the chance to succeed.
Phillipson added that fixing the SEND system and restoring parents’ trust is a priority. Schools need the right tools to identify and support children before problems escalate.
Neurodivergent children often face sensory challenges, such as sensitivity to loud noises or bright lights. This can cause sensory overload and make learning difficult. Others may struggle with social cues and communication, which can lead to isolation.
Some children find time management hard, affecting their ability to complete tasks. Others may have hyperactivity or emotional regulation difficulties, causing behaviour challenges. Many also ‘mask’ their difficulties, which can increase anxiety and exhaustion.
The PINS programme offers training from specialist education and health professionals. This helps school staff identify neurodiverse conditions and provide tailored interventions. It also teaches staff how to interact supportively with neurodivergent children.
Schools are expected to hold termly meetings with parents and carers. These meetings allow families to give feedback and boost their confidence in the school’s support.
Carfield Primary School in Yorkshire used PINS support from speech therapists and occupational therapists. This helped teachers better understand and meet children’s needs. The school now opens earlier and staggers lunch times to create a calmer environment and reduce overstimulation. Each child has a profile to guide teachers on their individual needs.
Parent Abi Olajide said her son faced difficulties at school and she felt isolated. After joining a parents’ forum, she felt supported and less alone. She praised the partnership between school and parents, which improved her son’s reading, enjoyment of school, and friendships.
Bethan Arthur, SENCO and Deputy Head Teacher at Carfield, reported a big improvement in school-parent relationships and attendance, which rose from 93% to 95%, thanks to PINS.
Tom Cahill, National Director for Learning Disability and Autism at NHS England, welcomed the news that more neurodivergent children will get support. He visited a PINS school and saw how health professionals help schools meet children’s needs. Parents valued the support without waiting for diagnoses.
Cahill highlighted the importance of partnerships between NHS, local authorities, schools, and parent forums. These connections give schools access to specialist advice and training. Strong relationships between schools and parents improve children’s school experience and provide a model for the future.
Sarah Clarke and Jo Harrison, Directors and Co-Chairs of the National Network of Parent Carer Forums, called PINS an inspiring programme. They said it brings together educators, health professionals, and parents to support neurodivergent children locally.
The programme has improved communication between schools and families. This reduces isolation for children with SEND and improves access to support services. The effort creates a strong network focused on better outcomes for neurodivergent children.
The government also created a Neurodivergence Task and Finish Group, led by Professor Karen Guldberg. This group works to improve inclusivity and expertise in mainstream schools for neurodivergent children and young people.
Professor Guldberg praised the expansion of PINS. She said it strengthens the skills of those supporting neurodiverse students in mainstream schools. She called it an excellent example of partnership between education, health, and parents.
This announcement comes alongside a £740 million government investment. The funds encourage councils to create more specialist places in mainstream schools. The goal is to drive inclusion and help more children succeed in their local schools.
