Potential Impact of the Government SEND Reforms for Neurodivergent Children and Young People

Abstract

This article examines the potential impact of the UK government’s proposed education reforms on neurodivergent children and young people. Recent white papers outline significant changes to the structure of SEND support in mainstream and specialist education, including a strengthened universal offer, new National Inclusion Standards, and a tiered system of Targeted, Targeted Plus, and EHCP provision. While the reforms promise increased funding and a focus on inclusive practice, concerns have emerged regarding reduced access to personalised support with the introduction of standardised specialist provision packages. There are currently few details of what support will be provided in these packages. The language used suggests a behaviourist and ableist viewpoint, raising questions about how well the reforms will meet neurodivergent pupils’ needs. Additional concerns include inconsistent implementation of inclusion standards; high student-staff ratios and the potential for continued school alienation among neurodivergent learners. Although the reforms aim to improve mainstream inclusivity, this analysis highlights that without meaningful consultation, neurodivergent-affirming evidence, and structural changes within schools, the reforms may inadvertently reduce support and statutory protections for neurodivergent children.