For too long, neurodivergent pupils in primary schools have faced an uphill struggle for recognition and support. Many were misunderstood, mislabelled, or missed entirely- often not receiving a diagnosis until well into their school years, if at all. As primary educators, we know the impact this can have: missed opportunities, emotional distress, and a learning environment that doesn’t reflect the strengths or needs of every child.
Thankfully, the conversation around neurodiversity in education is beginning to shift. Awareness is growing, policy is catching up- albeit slowly- and inclusive practice is no longer a niche concern but a whole-school priority.
A History of Under-Identification
Historically, the path to diagnosis for neurodivergent children has been lengthy and unclear. Whether navigating suspected autism, ADHD, dyslexia, or speech and language needs, families have often faced long waits, inconsistent referrals, and limited in-school support. Without formal identification, many children struggled in silence, often misunderstood by systems not designed for cognitive diversity.
In our classrooms, we’ve seen the fallout: pupils labelled as ‘challenging’ or ‘disengaged’ when in reality, they were overwhelmed, under-supported, or simply thinking differently.
Speech and Language: A Foundational Piece
One of the most common areas where early difficulties emerge is speech and language. Yet, even in 2024, many children arrive in Reception without the communication foundations they need to thrive.
There are multiple reasons for this. Some children may not have the opportunity for regular back-and-forth conversations at home. Others may live in linguistically deprived environments, or lack access to books, play, and rich social interaction. And then came the pandemic.
The Covid Effect
Covid-19 had a profound impact on early child development. Lockdowns limited children’s social contact, speech exposure, and peer interaction during critical developmental windows. As schools reopened, we saw an unprecedented rise in speech, language and communication needs- and with it, referrals to overstretched services.
Backlogs for assessment and intervention followed and often remain. For educators, this can mean holding the weight of early identification and support on already stretched shoulders.
A Glimpse of Progress
There is progress. The Department for Education has committed to earlier, stronger support through two key initiatives: the Early Language Support for Every Child (ELSEC) programme and the extension of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) scheme.
- ELSEC focuses on improving early identification and support for speech and language needs in the early years.
- PINS connects mainstream schools with specialist multi-disciplinary teams to help embed inclusive practice and build confidence among staff.
Initial feedback on both is promising. However, there’s a catch: the extended rollout of PINS is coming with reduced funding. Many are concerned that while policy may be progressing, practical implementation risks being undermined by financial strain.
Inclusion Is a Mindset
True inclusion isn’t just about extra provision or specialist intervention. It’s about rewiring our classroom culture. The University of Edinburgh’s Rewiring Neurodiversity project reminds us that neurodivergent learners don’t need to be “fixed”- they need to be understood.
That starts with educators who listen, adapt, and embrace diversity not as a challenge, but as an opportunity.
What Next?
As we look to the future, we must hold both optimism and urgency. We need:
- Timely assessments and interventions
- Speech and language support that begins early and continues across key stages
- Continued funding for inclusion-focused programmes
- Ongoing CPD for staff to understand and respond to neurodivergent needs
- A school culture where difference is celebrated- not just accommodated
We’ve come a long way, but there’s still work to do. The next step is making sure every child- regardless of how they think, communicate, or learn- feels seen, supported, and empowered to succeed.
Neurodiversity support scheme extended but with less funding
DfE announces commitment to earlier speech and language support for children | early years alliance
Partnerships for inclusion of neurodiversity in schools (PINS) programme - GOV.UK
Rewiring how neurodiversity is taught in the classroom - Edinburgh Impact | The University of Edinburgh
More support for neurodivergent children in mainstream schools - GOV.UK