Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to introduce legislation for the provision of (a) early screening for neurodivergent conditions and (b) improved teacher training in those conditions.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with neurodiverse conditions.

We have established a neurodivergence task and finish group, which includes a range of experts including clinicians, scientists and academics, education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from Birmingham University and is working closely with the department to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people. This includes considering the use of needs-assessment and screening tools by educational professionals.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards, which set clear expectations that teachers must understand the needs of all pupils, including those with SEND, such as neurodiversity, to be recommended for the award of qualified teacher status.

The ITT Core Content Framework and Early Career Framework (ECF), for trainee and Early Career Teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025, these will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025, all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, including those with neurodiversity. We have edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children, particularly those with SEND.

We recognise that continuous improvement is essential and have recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.