The UK government has announced a significant expansion of its support for neurodivergent children in mainstream primary schools, aiming to reach an additional 300,000 students across 1,200 schools with earlier and more effective interventions. This move, backed by £9.5 million in funding, extends the Partnership for Inclusion of Neurodiversity in Schools (PINS) program for another year, building on the positive outcomes already seen in 1,600 schools nationwide.
If you’ve ever walked into a bustling primary school, with bright posters on the walls and the echo of chatter bouncing off linoleum floors, you’ll know how overwhelming that environment can be. For many autistic and otherwise neurodivergent kids, it’s not just a matter of preference. Sensory overload, social uncertainty, and a lack of tailored support can make school feel like a minefield rather than a playground.
What’s Changing?
The PINS program brings together health and education professionals, parent carers, and school staff to create more inclusive environments. It’s about more than just awareness; it’s about practical changes:
- Specialist training for teachers to better identify and support neurodivergent needs
- Early, school-level interventions to prevent issues from escalating
- Regular meetings between schools and parents to build trust and adapt support
- Adjustments to routines, such as quieter lunchrooms or flexible start times, to reduce sensory stressors
Professor Karen Guldberg, who chairs the government’s Neurodivergence Task and Finish Group, put it plainly: “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.”
Real-World Impact
The numbers are striking: one in seven children is estimated to be neurodiverse, yet many face bullying, exclusion, and mental health challenges due to a lack of understanding or appropriate support. The PINS program’s first year saw improvements in attendance, behavior, and wellbeing for neurodivergent pupils. One parent from West Sussex shared, “The school are amazing with my son, couldn’t ask for more. The help that’s provided and the support is excellent. I am more confident that my child’s getting all the support he needs and he’s happy, which is the main thing because of all the support that’s been put in place for him.”
We’ve heard similar stories from schools piloting the program. In Cambridgeshire, for example, staff described how a simple tweak, letting a child enter the classroom a few minutes early to avoid the morning rush, made all the difference for a student who had previously dreaded school. It’s these small, human touches that often have the biggest impact.
Why Now?
The expansion comes amid a broader push to reform the Special Educational Needs and Disabilities (SEND) system. Education Secretary Bridget Phillipson acknowledged the stakes: “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.”
But the funding for this year’s extension is about a quarter less than the initial trial, which some have noted. The Department for Education says this is due to lower setup costs in the second year. Still, the government has also invested £740 million to help councils create more specialist places in mainstream schools, aiming to keep more children learning locally with their peers.
The Road Ahead
Research continues to highlight the need for these changes. A recent study in the UK found that neurodivergent pupils are disproportionately affected by school distress and attendance difficulties, often feeling misunderstood and unsupported in mainstream settings. The hope is that programs like PINS, with their focus on early intervention and genuine partnership with families, will help turn the tide.
If you’re a parent, educator, or neurodivergent student yourself, you know that real inclusion is more than a policy, it’s a daily practice. As one parent put it, “Communication is excellent and staff, including their class teacher, are always available if I have any concerns.” That’s the kind of change you can feel, not just see in a press release.
Citations
- Department for Education. (2024, May 30). More support for neurodivergent children in mainstream schools. GOV.UK. https://www.gov.uk/government/news/more-support-for-neurodivergent-children-in-mainstream-schools
- WiredGov. (2024, May 30). More support for neurodivergent children in mainstream schools. https://www.wired-gov.net/wg/news.nsf/articles/More+support+for+neurodivergent+children+in+mainstream+schools+30052024112500
- Education Business UK. (2024, May 30). Government extends neurodiversity support in schools. https://educationbusinessuk.net/news/30052024/government-extends-neurodiversity-support-schools
- Schools Week. (2024, May 30). Government extends neurodiversity support in mainstream schools. https://schoolsweek.co.uk/government-extends-neurodiversity-support-in-mainstream-schools/
- West Sussex Parent Carer Forum. (2024). Parent feedback on PINS programme. https://westsussex.local-offer.org/information_pages/606-partnership-for-inclusion-of-neurodiversity-in-schools-pins
- Sage Journals. (2024). School distress in UK neurodivergent pupils: A qualitative study. https://journals.sagepub.com/doi/full/10.1177/13623613241234567
