The UK government’s recent announcement to extend mental health support to nearly one million more pupils, to tack attendance difficulties, is a significant stride towards addressing the escalating mental health crisis among young people. By 2029/30, the plan aims for all pupils to have access to mental health support within schools, with mental health support teams (MHSTs) working alongside school staff and NHS services to provide early interventions, from group sessions to one-on-one support for anxiety and resilience building. However, I ask, is the government tackling the difficulties linked to pupil attendance the right way?
While this initiative is commendable, it’s imperative to consider the unique challenges faced by neurodivergent children those with conditions such as autism, ADHD, DLD and dyslexia.
The Overlooked Needs of Neurodivergent Pupils
We speak often about “mental health” in schools but we must ask: how equipped is the sector to understand the mental and emotional needs of neurodivergent children?
Many neurodivergent children remain underdiagnosed or misdiagnosed, leading to interventions that may not align with their specific needs or diagnosed with only one condition, when in reality, their needs are more complex and layered. For instance, a child with undiagnosed sensory processing issues might be mislabelled as having behavioural problems, resulting in inappropriate behavioural interventions rather than sensory integration therapy. A child with undiagnosed speech and language difficulties might be labelled anxious or withdrawn. Interventions, then, are misaligned and ineffective at best, damaging at worst.
The Importance of Multidisciplinary Assessments
The “What If It’s Not Dyslexia?” book written by myself with Libby Hill, and Laura Graham, emphasises the importance of comprehensive, multidisciplinary assessments. This approach ensures that children receive accurate diagnoses and tailored interventions, addressing not just academic challenges but also underlying issues like speech and language difficulties or occupational therapy needs, otherwise we risk missing the heart of what’s really going on for a child.
A singular diagnosis often fails to capture the complexity of a child’s needs. Multidisciplinary teams, comprising educational psychologists, speech and language therapists, occupational therapists, and medical professionals, can provide a holistic understanding of a child’s profile. Such comprehensive assessments are crucial for developing effective, individualised support plans.
TES Report: SEND Pupils Falling Through the Cracks
The recent TES Magazine article which I wrote about underscores this very concern:
– Over 80% of school leaders report they cannot meet the needs of pupils with SEND.
– Almost every headteacher surveyed acknowledged the lack of adequate resources.
– Many SEND pupils remain in mainstream classrooms without appropriate support, this may result in exclusion, isolation, or persistent non-attendance.
In other words: the system is overwhelmed. And children are absorbing the cost. In many ways, I ask if some of the MH intervention and budget could be better spent on appropriate training and resources related to neurodivergent conditions. As someone who has first hand experience of MH challenges, I certainly advocate the need for MH support in schools, however, part of me feels some of this is a band aid which is not addressing the root cause.
Interventions Must Be Appropriate, Adaptive, and Neurodiversity-Informed
It’s not enough to roll out more mental health provision, it must be the right kind. For neurodivergent pupils, generic therapeutic approaches such as CBT (Cognitive Behavioural Therapy) may not be effective unless adapted. For a child with autism, the way emotions are processed and communicated can differ significantly. A child with ADHD might struggle with the attention and self-regulation required by traditional therapy models. Children with delayed language development may struggle to process the language and instruction required when complex questions are asked and may struggle to articulate their answers. Some children may have selective mutism as a result of such anxiety states and will find it extremely difficult to communicate in such a highly stressful situation, without the support and intervention of appropriately trained professionals. Without such modifications, interventions risk being ineffective or even counterproductive.
Without specific training in neurodivergence, MHSTs risk missing or misinterpreting the child’s needs offering support that soothes the surface while leaving deeper issues untouched.
Moving Forward: Recommendations
To truly support all pupils, especially those who are neurodivergent, the following steps are recommended:
- Enhanced Training for MHSTs: Ensure that mental health professionals are trained to recognise and understand neurodivergent conditions, enabling them to provide appropriate support.
- Comprehensive Assessments: Promote the use of multidisciplinary assessments to capture the full spectrum of a child’s needs, leading to more effective intervention strategies.
- Tailored Interventions: Adapt mental health interventions to accommodate the unique requirements of neurodivergent pupils, ensuring inclusivity and effectiveness.
- Early Identification and Support: Implement systems for early detection of neurodivergent traits and implement appropriate resources, allowing for timely and appropriate support before challenges escalate
I welcome the expansion of mental health teams in schools, it is a step toward meeting the growing mental health needs of young people. I also hear the voices of families and professionals who know the cost of misdiagnosis and missed intervention. We need to look closer, dig deeper, and remember: not all struggle is visible. Not all support is appropriate.
Mental health support in schools must be neurodiversity-informed, trauma-sensitive, and underpinned by collaborative, holistic assessment.
We must also ensure that children are getting early diagnosis for such as dyslexia, ADHD, DLD, ASD etc and the trauma related to missed diagnosis is not present in the first instance. From this we need appropriate learning interventions and reasonable adjustments.
Furthermore, we must ask, how will mental health teams work in schools where SEND pupils are not even attending, or where they are present but unsupported and misunderstood?
By providing early interventions and integrating these considerations into the rollout of mental health support in schools, we can create an inclusive environment that acknowledges and addresses the diverse needs of all pupils.
For more insights on supporting neurodivergent children and the importance of comprehensive assessments, refer to “What If It’s Not Dyslexia?” by Georgina Smith, Libby Hill, and Laura Graham.
If you’d like to know how I can help your school put in place dyslexia interventions, please REQUEST A CALL BACK
