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The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education

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Bibliographic Details
Title: The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education
Language: English
Authors: Department for Education (DfE) (United Kingdom)
Source: UK Department for Education. 2026.
Availability: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Peer Reviewed: N
Page Count: 47
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Mainstreaming, Neurodevelopmental Disorders, Government Role, Inclusion, Student Needs, Educational Environment, Curriculum, Evaluation Methods, Educational Finance, Accountability, Foreign Countries, Faculty Development
Geographic Terms: United Kingdom
Abstract: Neurodivergent children and young people are at greatly increased risk of poorer education and health outcomes than their peers. They are more likely to be suspended or absent from school, out of work, need mental health services, have poor long-term health, or end up in the criminal justice system. These poor outcomes can be downstream consequences of barriers that make it hard for some neurodivergent learners to access, and benefit from, our education system. This inequity of access is compounded by structural inequalities associated with ethnicity, gender, and socioeconomic position. Equity will not be achieved by simply pasting a set of new initiatives on top of the existing, under-resourced system. Nor will it be achieved by creating multiple parallel pathways, each for a different group of children. Instead, mainstream settings should become more inclusive as standard. To achieve this, as set out in the recommendations, we need both a cultural and systems shift -- we cannot effectively change one without a transformation of the other. This report identifies four key priorities for action by government with the involvement, commitment, and support of all organizations and communities: (1) Timely identification of strengths and needs; (2) Workforce development; (3) Learning environments, curriculum and assessment; and (4) Funding, accountability, and commissioning.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679898
Database: ERIC
Description
Abstract:Neurodivergent children and young people are at greatly increased risk of poorer education and health outcomes than their peers. They are more likely to be suspended or absent from school, out of work, need mental health services, have poor long-term health, or end up in the criminal justice system. These poor outcomes can be downstream consequences of barriers that make it hard for some neurodivergent learners to access, and benefit from, our education system. This inequity of access is compounded by structural inequalities associated with ethnicity, gender, and socioeconomic position. Equity will not be achieved by simply pasting a set of new initiatives on top of the existing, under-resourced system. Nor will it be achieved by creating multiple parallel pathways, each for a different group of children. Instead, mainstream settings should become more inclusive as standard. To achieve this, as set out in the recommendations, we need both a cultural and systems shift -- we cannot effectively change one without a transformation of the other. This report identifies four key priorities for action by government with the involvement, commitment, and support of all organizations and communities: (1) Timely identification of strengths and needs; (2) Workforce development; (3) Learning environments, curriculum and assessment; and (4) Funding, accountability, and commissioning.