Policy briefing: Supporting neurodivergent pupils in mainstream schools

POLICY CONTEXT England’s SEND system is experiencing sustained pressure, with more neurodivergent pupils educated in mainstream schools alongside rising workforce strain, increased absence and exclusion risk, and worsening wellbeing for some pupils. Current reforms and strategies acknowledge the scale of the problem, but implementation often relies on diagnosis-led access to support and short-term measures that do not change everyday conditions in classrooms and social spaces. Evidence from schools suggests inclusion is frequently treated as an “add-on” rather than built into school design, workforce development and accountability. RESEARCH This briefing synthesises evidence from four recent studies examining (1) outcomes and mechanisms of specialist resource provision in mainstream schools and (2) staff experiences, training, stress and self-efficacy in supporting neurodivergent pupils in mainstream settings. Together, these studies provide practice-facing evidence on what improves attendance, engagement and belonging, and what constrains inclusion even when policy intentions are strong. ADVICE Policy efforts to stabilise SEND will not deliver sustainable inclusion unless reforms address the conditions that enable mainstream schools to work for neurodivergent pupils. These include: strengthening school-based specialist infrastructure; shifting workforce development from one-off training to sustained, experiential learning; designing flexible curriculum access and sensory accessibility; and aligning accountability with belonging, wellbeing and life readiness alongside attainment.