Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of publishing a mental health absence code for children with (a) autism and (b) other neurodivergent conditions who are unable to attend school due to mental health crises; and what steps her Department is taking to help support these pupils.

Tackling absence is at the heart of the department’s mission to break down the barriers to opportunity. Poor mental health and inadequate access to support are real challenges facing children today and have a detrimental impact on their school attendance, reinforcing barriers to opportunity.

The ‘Working together to improve school attendance’ statutory guidance promotes a 'support first' approach, encouraging schools, trusts and local authorities to work with families to address attendance barriers. This guidance can be accessed here: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf.

The department is committed to providing access to a specialist mental health professional in every school so every young person has access to early support to address problems before they escalate. We will also deliver Young Futures Hubs, providing every community with an open-access hub for children and young people. In addition, we are conducting an expert-led Curriculum and Assessment Review to ensure that every child has access to a curriculum that is rich and broad, inclusive and innovative and supports their future life and work.

Illness, both physical and mental health related, is marked using the I code in the register. The department does not think that requiring schools to determine whether illness is mental or physical would be practically workable, given that schools cannot and should not diagnose a pupil’s illness.