Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the effect on children with ADHD and autism of being mis-described as having behavioural issues; and what estimate he has made of the number of children with autism spectrum condition who have been (a) excluded and (b) isolated in schools in the last 12 months.

Diagnosis and the assessment of needs can offer an understanding of why a child or young person is different from their peers and can open doors to support and services in education, health services and social care, and a route into voluntary organisations and contact with other children and families with similar experiences. Diagnosis of conditions, including ADHD and autism, is carried out by clinical assessment. However, the special educational needs system does not rely on a clinical diagnosis in order to access support. Schools have a statutory duty to use their best endeavours to make suitable provision available for children with special educational needs. This forms part of their broader responsibility to support all children who have a whole range of needs.

While we have not made a formal assessment of the effect on children with ADHD and autism of being viewed as having behavioural issues, to support those working in education, the department has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training to staff in early years settings, schools and colleges. To date [1], the AET has trained more than 277,000 people – not just teachers and teaching assistants, but also receptionists, dining hall staff and caretakers, promoting a whole-school approach to support for pupils with autism. Regional networks have also been established to promote the use of the training developed by the AET in schools and we would always encourage schools to access this training. The AET has also developed national standards for autism support and a progression framework for those who work with children who have autism. These are available from their website at www.autismeducationtrust.org.uk.

The Department publishes guidance to schools on behaviour, suspension and expulsion to reinforce the benefits of arranging multi-agency assessments for pupils who display continuous disruptive behaviour. The guidance is available here: https://www.gov.uk/government/publications/school-exclusion. A key aspect of these assessments will be to pick up any unidentified special educational needs or health problems, such as ADHD or autism.

The law does not prevent a pupil with SEN or a disability (which could include ADHD or autism) from being suspended or expelled. However, schools have a legal duty under the Equality Act 2010 not to discriminate against disabled pupils by suspending or expelling them from school because of their disability. Any suspension or expulsion must be lawful, reasonable and fair but schools must balance their responsibilities for children with SEN with their responsibility to ensure that all children are able to experience good quality teaching and learning without disruption in the classroom, and without being exposed to risks to their health or safety. The guidance also sets out that schools should, as far as possible, avoid expelling pupils who have an Education Health and Care plan.

According to our data, 155 children with a SEN primary need of autistic spectrum disorder were expelled and 12,287 received a suspension in 2018/19 (the last year we hold this data for). This is published in the publication ‘Permanent and fixed-period exclusions in England’ available at https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england.

The Department does not collect central data on the use of isolation in schools.

[1] As at 30 September 2020.