Autism and Learning Disability Training

Robert Buckland Excerpts

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

The hon. Gentleman anticipates correctly and, as ever, makes an important contribution to the debate. That is why we are discussing a petition, which over 16,000 people signed and which calls for university students to be included and for the education to go up as far as university lecturers and other university staff.

Before I go any further, I want to say that this is not a problem with teachers per se. This debate is not about attacking the teaching profession nor is it meant in any way to undermine or criticise teachers and other education professionals. We know that teachers up and down the country do a remarkable and very important job, in many cases in increasingly challenging circumstances. Teachers are passionate about supporting their pupils. They want to give them the very best possible educational experience and the best life chances, but they need the right support to do that. This debate is about ensuring that teachers are given the best tools and advice they need to give autistic and neurodivergent children, children with a learning disability and, in fact, all the students they care for the best possible support and the best possible chance to have a happy, healthy and safe learning environment.

[Sir Robert Buckland (South Swindon) (Con)]

I am grateful to my hon. Friend for bringing this debate to Westminster Hall and bringing together these petitions. Does she agree that we already have a precedent in the Health and Care Act 2022, which finally mandated training for health and social care professionals using the Oliver McGowan training programme? With the Autism Education Trust, we have a potential model that could be strategically rolled out to replicate the approach we are taking in health and social care in all fields of education.

[Dame Caroline Dinenage]

It is almost as if my right hon. and learned Friend read my mind. I will come on in a bit to talk about the Oliver McGowan training, which I am glad he endorses. As the chair of the all-party parliamentary group on autism, he speaks with enormous experience and passion on this subject, and I am grateful for his endorsement.

As we have heard, there is already training in this area, which I am sure the Minister will reiterate. However, a report by the National Autistic Society showed that just one in seven—14%—of schoolteachers have received any form of autism training. Rachel, a SEND learning support assistant, said, in her words, that she had

“not really received much training”,

and that when she started, she

“was thrown into the deep end.”

Everything Rachel knows is mainly based on her experience of working with SEN children, not her training, yet the survey responses show that where teaching and support are right, they can have a game-changing and enduring impact on the education and life chances of neurodivergent pupils, in some cases supporting them all the way through university and building them up for their adult lives and careers ahead.

What concerns me deeply, however, is the fact that further research from the National Autistic Society showed that while 87% of teachers surveyed said that they felt confident or very confident supporting autistic pupils in the classroom, findings from a 2021 report showed that seven in 10 autistic children and young people said that school would be better if more teachers understood autism, while 54% of autistic students said that having teachers who did not understand them was the worst thing about school. That is a problem. There is a clear and sizeable gap between how teachers think it is going and how autistic children and children with a learning disability actually feel. It is vital that we bridge that gap. It is simply not fair on either party if we do not. All children deserve to have the very best possible experience in the classroom and the best opportunities to learn and fulfil their potential.