Special Educational Needs & Education Crisis

Seven in ten autistic children and young people said school would be better if more teachers understood autism. Yet we found only 39% of teachers in mainstream schools have received more than half a day’s autism training. This falls to just 14% for secondary school teachers.

This means teachers can’t support autistic students properly. It means they miss opportunities to make small adjustments that can really make a difference, like providing a quiet place, allowing fidget toys, or relaxing uniform policies.  

Link – https://www.instagram.com/p/CtRiqwqoOjR/?igshid=MzRlODBiNWFlZA==

However, we need to see bigger changes too if we want to fix the education system in England. We’re asking for:

• A Government-funded taskforce to make sure all autistic children attend a school which supports their needs.

• All school staff to be properly trained to support autistic children.

• The Government to fund more specialist autism centres in schools.

McSorley, C. & Evans, A. BBC News. (2023). – Pupils face ‘lost decade’ in education after Covid, MPs warn
https://www.bbc.co.uk/news/education-65814786. Last accessed 9th June 2023.

About 13% of schools in England did not take part in the National Tutoring Programme (NTP) in 2021-22. It was set up in November 2020 to help children catch up after Covid lockdowns disrupted education.

The NTP provides primary and secondary schools with funding to subsidise tutoring, including one-to-one and group lessons.

The Department for Education (DfE) initially subsidised 75% of the costs which schools incurred for delivering the NTP, but this reduced to 60% this year and will go down to 50% next year.

Full 2023 Education Report – https://www.autism.org.uk/what-we-do/news/education-report-2023?utm_source=The%20National%20Autistic%20Society&utm_medium=email&utm_campaign=13959157_Copy%20of%20CAMP_OP_Education_Report_Launch_All_01.06.2023%5Bcampaign%5D&dm_i=YA3,8B6YD,63JDNB,Y7062,1

Source: Olivia, Campaigns Officer | National Autistic Society

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