Neurodivergence (Screening and Teacher Training)

Adam Dance Excerpts

1st reading
Wednesday 10th September 2025 Commons Chamber

2.26 pm

[Adam Dance (Yeovil) (LD)]

I beg to move,

That leave be given to bring in a Bill to make provision about screening for neurodivergence in children at primary school; to make provision about teacher training relating to neurodivergence; and for connected purposes.

I thank hon. Members across the House for their support, and I thank the right hon. former Member for West Suffolk for bringing forward similar Bills in the past.

School was hard for me, and that is putting it lightly. Dyslexia meant that reading and writing was challenging. Words seemed to float all over the page—in fact, they are doing so right now, so I ask hon. Members to please bear with me through this speech as I am likely to make some mistakes. Attention deficit hyperactivity disorder meant that concentrating was a nightmare, with the slightest thing pulling my attention away. I believed that school was not for me, I fell behind, I was bullied and I certainly acted out.

I am not alone in that. Since I started campaigning, I have heard from so many people who struggle, from constituents to celebrities such as Jamie Oliver, who is a great advocate in this area. I wish I could share them all today, but we would be here for many days.

Around one in seven people in the UK have what we might call neurodivergence. It is a non-medical umbrella term describing the ways people’s brains may develop or work differently from the norm. In some ways, we are all neurodivergent to a greater or lesser extent. Neurodivergence is not a weakness, a condition or a flaw—I want to make that crystal clear. In other ways, it is a superpower and you can do anything you want with the right support—I definitely have with what I have done today. We are problem solvers, critical thinkers and fantastic creators, but with those strengths come challenges such as reading, writing, social skills or maths. That does not mean there is anything wrong with us; it just means that we learn and understand things differently, and we might need to be supported in different ways from others.

I was lucky at school, because I was identified and got the support I needed. That is why I am standing here today. That support gave me the confidence to fight for what I believe in. Getting into politics and into this place was certainly not on my agenda at school, but I feel that I have to do all I can to make sure that everyone in communities such as Yeovil and beyond get the help that I had in school, or better.

Despite all the progress that our country has made in recognising and empowering neurodiverse people, and despite our amazing educators working their socks off—believe me, they do—things seem to have got worse in places such as Somerset since I was at school. Our schools are under-resourced, under-supported and local authorities are totally underfunded. We have the phonics screener, but this test does not cover all the areas that neurodiverse people may struggle and need support with, such as attention control or working memory. Evidence also suggests that neurodiverse children can just memorise the words for the test, meaning that their actual needs may be overlooked. That is one of their superpowers! Even when a child’s needs are identified, there is no proper dedicated special educational needs and disabilities training in initial teacher training or continuous professional development programmes. Nor is it there for teaching assistants. Our overworked teaching staff are pretty much just left to get on with it themselves, and that is not good enough.

Some schools manage fantastically, particularly when they are properly funded, but others are struggling. In some ways, this is another of those postcode lotteries we hear so much about. Our children, their families and our teachers deserve better. That is why I am introducing this Bill today. Members will be pleased to know that it is not complicated. In fact, the idea behind it is fairly simple. It is about getting the Government to use their resources and knowledge to bring everyone together to act, so that we can create a system to better identify neurodivergence and support children early on.

What I am proposing can be broken down into three parts. First, we need to define what we are introducing: universal screening, and teaching training on this. Before the legislation can come into effect, the Secretary of State must lay a report before the House that defines neurodivergence. Secondly, we need a programme of universal screening for neurodivergence in primary school age children. This would preferably be a light-touch, teacher-led process. As I have said, we all sit on the spectrum of neurodivergence in some way—no matter what others say—so the screening should not be about labels but about creating a profile of strengths and weaknesses. This will help teachers to identify where all their pupils sit on the spectrum of neurodivergence and the level of support they need, from in-classroom adjustments to more formal referrals.

Finally, we need proper teacher training. The Secretary of State must produce statutory guidance on training for teachers on neurodivergence in initial teacher training and in continuous professional development. This should be for all teaching staff. This training should provide teaching staff with: a clear understanding of neurodivergence, knowledge of how it presents differently in different people, and the tools and resources to support their pupils.

I do not want this Bill to be about forcing labels on young people. That will not help. Again, it is about helping teachers to identify all their pupils’ strengths and weaknesses. The Government will be pleased to know that it is not about forcing costly screeners on schools either. While I have not set out a preference, the Universal Classroom has worked with teachers to create a universal screener that will be free, so this will not break the bank.

Most importantly, this is not about putting more burdens on to our fantastic teachers. I personally believe that teachers do far too much for far too little pay, support or thanks. I urge the Government to look at the National Education Union’s list of 23 admin tasks that teachers should not be doing. This Bill is about empowering teachers to do what they signed up for and care deeply about—namely, educating and supporting all their pupils. To go back to the Universal Classroom screener, it only takes five to 10 minutes per pupil. With the profiles from a screener like that and with better training, all our teachers will have the confidence to make the right adjustments for each child in their class. Even small things such as different paper, extra time or time-out cards can make life-changing differences. I know this only too well.

What I am proposing today is no silver bullet. It must go alongside other changes in education. If the Government would rather take on these measures in their upcoming White Paper or in some other legislation, fine, I do not really care. All that matters is that we get on with it. We have had enough debating and enough promising. Let’s bring everyone together, roll up our sleeves and take the next steps to making education inclusive and accessible for every child.

Question put and agreed to.

Ordered,

That Adam Dance, Tessa Munt, Ed Davey, Munira Wilson, James MacCleary, Freddie van Mierlo, Ian Roome, Ann Davies, Clive Jones, Lewis Cocking, Juliet Campbell and Vikki Slade present the Bill.

Adam Dance accordingly presented the Bill.

Bill read the First time; to be read a Second time on Friday 21 November, and to be printed (Bill 303).