Neurodivergent children 'fall through cracks' at Wales' schools

Jo said: “Holly excels in subjects she is taught in a calm relaxed environment with added support.”

She would rather see support – specifically someone to act as a mentor to guide her through the school day, with sessions for checking in with teachers to help her manage anxiety.

Since January, Holly has been learning at home with an education provider who offers intense tuition and therapeutic learning to recover lost years.

She said: “I’m doing really well with learning search-engine optimisation and planning to do a course in that or cybersecurity.”

Jo said: “Every single email I’ve written to the council, to the local authority, to social services – everything just seems to fall on deaf ears and I’ve had to fight for Holly’s rights for resources to improve her situation.”

Despite the challenges, Holly’s mum said a friendlier school environment would go a long way and that valuing mental health over grades was important.

Mental well-being may be prioritised on paper but is often missed when validating a curriculum that includes mainstream-only deadlines tough on struggling pupils.

Reports show a negative impact of lockdown on children suffering with mental health difficulties – including neurodivergent children who already felt overwhelmed with independence before adapting again to a structured system.

Professor Daniela Bernardini, a developmental cognitive neuropsychologist and specialist in autism, ADHD and behaviour difficulties, based at Cardiff University’s School of Psychology, said parents have always wanted better education and support instead of waiting around for assistance.

She said: “It’s often about access to diagnosis – often it’s a fight. Parents often feel they have to act as an advocate for their child, helping to secure support. They are experts and often know more than professionals.”

But she was concerned about data showing a “major effect of lockdown for all children” with the impact amplified for neurodivergent children.

Welsh government told its Inclusive Futures Report for Children’s Rights Westminster that the impact of Covid-19 on children including those with SEN needs careful monitoring with appropriate public services.

Joe’s mum Helen said: “If there’s a gap like there is at the moment, where you have to fight and convince and prove and cajole, kids are getting lost, they’re missing their education conservation, their help.”

All named families gave permission to a school setting to be used for observation, also confirming that the change of educational trajectory can require more intense resource and support which the parents often had to arrange themselves.

Images courtesy of Ashwelch Wales and pupils mentioned were happy to contribute their experiences for further awareness on the topic.