Neurodivergence Task and Finish Group chaired by Prof Karen Guldberg, publishes SEND recommendations

Alongside the Schools White Paper and the SEND consultation document, a new government report published yesterday (Monday 23 February) sets out a series of recommendations to strengthen Special Educational Needs and Disabilities (SEND) provision across mainstream education, following an extensive review by the Neurodivergence Task and Finish Group (NDTFG).

The NDTFG was commissioned by the government produce a report on the best way to support and meet the needs of neurodivergent children and young people in mainstream settings. Having completed the report in July 2025, the report and its recommendations have fed into the development of the 2026 SEND reform.

The group was chaired by Professor Karen Guldberg, the Head of the School of Education, Professor of Autism Studies and the former director of the Autism Centre for Education and Research at the University of Birmingham.

The report highlights that neurodivergent children and young people face significantly higher risks of poorer education and health outcomes compared to their peers. They are more likely to experience suspensions, persistent absence, unmet mental health needs, or involvement with the criminal justice system. To address these inequalities, the report calls for mainstream schools to embed inclusion as standard practice.

The recommendations focus on four key areas:

• Timely identification of strengths and needs
• Workforce development
• Learning environments, curriculum, and assessment
• Funding, accountability, and commissioning

Professor Karen Guldberg said: “All parts of the existing education system should be refocused on meeting needs so mainstream education can support all children and young people, including those who are neurodivergent, to thrive and succeed and ensure the future education system is coherent and sustainable. This would be a generational shift for our country, and we believe the current confluence of changes in policy, the economy, and wider society presents both an imperative and a clear opportunity to take a different approach.”

Timely identification of strengths and needs

The NDTFG emphasises that identifying a child’s strengths and needs must not depend on a clinical diagnosis, even if they don’t meet clinical thresholds. Instead, mainstream Early Years settings, schools, and colleges should be equipped with free, reliable, evidence-based, developmentally appropriate assessment tools so pupils can get the support they need.

Workforce development

Improving SEND provision relies on ensuring that senior leaders, teachers, and support staff have the time, training, and resources to develop expertise in neurodiversity. The report calls for a national workforce strategy, including:

• Minimum standards within the Initial Teacher Training and Early Career Framework (ITTECF)
• High-quality post-qualification professional development for Head Teachers, teachers, and support staff

This training should focus on the best available evidence around common barriers to learning and participation, regardless of whether a child has a formal diagnosis.

Inclusive learning environments

The report recommends that the government and schools create more flexible and inclusive learning environments. Attendance rates are disproportionately low for neurodivergent pupils, while suspension and exclusion rates are higher. The NDTFG stresses that improving attendance begins with understanding why a child is missing school, rather than relying on sanctions that may heighten anxiety or disengagement.

If an adjustment is vital for one child, the report argues it is likely to be beneficial for many others and should therefore become part of the new standard practice.

Detailed recommendations also address the need to remove physical, sensory, social, and communication barriers across school environments.

Funding, accountability and commissioning

The report also calls for a robust model for joint planning across local authorities, schools, and health services. This should be informed by accurate data on local neurodivergence prevalence and co-occurring needs, as well as recording ethnicity, gender, socioeconomic position, and other relevant demographic characteristics. It also highlights the need for:

• Better local data collection and linkage
• Long-term tracking of outcomes across public services
• A clear accountability framework
• Targeted funding for specialist provision where required

The NDTFG states that true success will not be defined solely by individual accommodations, but by whether neurodivergent children feel they belong, feel valued in school, and are supported to achieve, progress, and prepare for adulthood.

You can read the full report, including an Easy Read version, on the Department for Education website.