Cook, Anna and Hamilton, Lorna ORCID: https://orcid.org/0000-0003-0526-8252 (2026) Policy briefing: Supporting neurodivergent pupils in mainstream schools. University of Surrey.

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Abstract

POLICY CONTEXT

England’s SEND system is experiencing sustained pressure, with more neurodivergent pupils educated in mainstream schools alongside rising workforce strain, increased absence
and exclusion risk, and worsening wellbeing for some pupils. Current reforms and strategies acknowledge the scale of the problem, but implementation often relies on diagnosis-led
access to support and short-term measures that do not change everyday conditions in classrooms and social spaces. Evidence from schools suggests inclusion is frequently treated as an “add-on” rather than built into school design, workforce development and accountability.

RESEARCH

This briefing synthesises evidence from four recent studies examining (1) outcomes and mechanisms of specialist resource provision in mainstream schools and (2) staff experiences, training, stress and self-efficacy in supporting neurodivergent pupils in mainstream settings. Together, these studies provide practice-facing evidence on what
improves attendance, engagement and belonging, and what constrains inclusion even when policy intentions are strong.

ADVICE
Policy efforts to stabilise SEND will not deliver sustainable inclusion unless reforms address the conditions that enable mainstream schools to work for neurodivergent pupils. These include: strengthening school-based specialist infrastructure; shifting workforce development from one-off training to sustained, experiential learning; designing flexible curriculum access and sensory accessibility; and aligning accountability with belonging, wellbeing and life readiness alongside attainment.

Item Type:	Other
Status:	Published
Subjects:	B Philosophy. Psychology. Religion > BF Psychology > BF712-724.85 Developmental psychology L Education > LC Special aspects of education > LC1200-1203 Inclusive education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/14017

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