Across the UK, over 1.7 million pupils have identified special educational needs, and an estimated 15–20% of children are neurodivergent.
Despite this, many families continue to face long waiting times for assessment, diagnosis, and support.
The Challenge
For many children, delays in accessing support mean difficulties escalate rather than improve.
Families often report long waiting lists for diagnosis, limited access to EHCP support, and inconsistent provision across schools.
Why Sensory Needs Matter
Many neurodivergent conditions including Autism, ADHD, AuDHD, dyslexia, and dyspraxia are underpinned by sensory processing differences.
These differences can significantly impact:
- Learning and concentration
- Behaviour and emotional regulation
- Social interaction
- Ability to access mainstream education
What Needs to Change
We believe there is an opportunity to strengthen early identification and support.
Imagine if sensory profiles were recognised earlier in education settings, allowing children to receive appropriate support before difficulties escalate.
This could lead to:
- Reduced school refusal
- Fewer behavioural breakdowns
- Improved emotional wellbeing
- Better long-term educational outcomes
Our Position
We welcome the intention behind SEND reforms and the commitment to improving support for children with additional needs.
However, we also believe that early, practical, and consistent support must be central to any meaningful change.
