We want the government to introduce mandatory neurodiversity training for all teachers and support staff as part of core training.
You may be interested in these active petitions
We think this will help tackle inaccessible education, improve inclusion for neurodivergent pupils, and reduce mental health risks through better understanding, early support, and inclusive practices.
Many neurodivergent pupils face barriers in school due to a lack of understanding and support. Only 14% of secondary school teachers have received more than half a day’s training on autism, and autistic pupils are twice as likely to be excluded. We believe this contributes to poor mental health and emotional distress.
Mandatory training could help staff create inclusive classrooms, recognise distress early, make reasonable adjustments, and ensure neurodivergent children feel safe, supported, and able to thrive.
Thursday 10th July 2025
The Department currently has no further plans for mandatory neurodiversity training beyond what is set out in the new Initial Teacher Training and Early Career Framework, which we will review in 2027.
The Department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including neurodiversity. We are focusing on improving inclusivity and expertise in mainstream schools and are working with families and education and care experts to deliver this in the best interests of all children.
SEND training is mandatory for all new teachers. All Initial Teacher Training and Early Career Teacher training must cover adaptive teaching and SEND, and this includes training which would support the effective teaching of neurodiverse pupils.
The combined Initial Teacher Training and Early Career Framework (ITTECF), sets out a minimum entitlement to training and must be used by providers of Initial Teaching Training and those delivering provider-led early career training. Our review of content for the ITTECF paid particular attention to the needs of trainees and Early Careers Teachers when supporting pupils with SEND, and we tested this approach with SEND educational experts. We do, however, recognise that continuous improvement is essential and have recently committed to a full review of the Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible basis for Initial Teacher Training and Early Career Teacher support. This review will focus on the support we provide new teachers in teaching pupils with SEND.
In addition to mandatory Initial Teacher and Early Career Training, the leadership National Professional Qualifications (NPQs) give new, existing, and aspiring leaders the tools and skills to transform their settings and offer the best possible outcomes for the staff who they work alongside as well as the children in their diverse communities. The NPQ for SENCOs, which began delivery in Autumn 2024, is consistent with this. Providing participants with the essential knowledge and skills needed to set the strategic direction of SEN policy in a school and the conditions in which pupils with SEND can thrive.
In addition to teachers, school support staff also play a vital role in children’s education, including for pupils with SEND and who are neurodiverse. Schools are responsible for the employment of their support staff and decide on appropriate training for them. However, we recognise that training and career progression opportunities for school support staff help ensure schools have the skilled staff they need to deliver high-quality education. For example, the Level 5 Specialist Teaching Assistant apprenticeship is a new training opportunity that allows Teaching Assistants to specialise in one of three areas – SEND, Social and Emotional Wellbeing or Curriculum provision.
The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, will soon begin researching tools that schools can use to identify the needs of neurodivergent children. The research is expected to be completed by March 2026, and once published, will provide practical guidance to teachers and other professionals in mainstream settings, helping them to identify the needs of children and young people.
On a wider scale, Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a national programme, backed by £22m of investment. PINS brings together Integrated Care Boards (ICBs), local authorities, and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodivergent children and their families. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools. This includes whole staff training as well as communication and environmental audits.
Department for Education
This is a revised response. The Petitions Committee requested a response which more directly addressed the request of the petition. You can find the original response towards the bottom of the petition page (https://petition.parliament.uk/petitions/724432)