Neurodiversity in Schools: The Call for Change

Why Supporting Neurodiverse Pupils Matters:

At Riley Personnel, we work with schools across London and beyond — and time and again, we see the same urgent need: more trained, compassionate staff to support children with Special Educational Needs and Disabilities (SEND).

We don’t just care about placing staff in roles. We care about placing the right people, especially in roles that impact our most vulnerable pupils. For us, supporting SEND pupils and the educators who work with them isn’t just a priority — it’s a purpose.

Every child deserves to thrive in the classroom. But the truth is, too many neurodiverse pupils are being left behind.

Looking Ahead!

The Department for Education (DfE) has announced a £9.5 million funding extension to the Partnership for Inclusion of Neurodiversity in Schools programme, designed to improve support for neurodiverse pupils in mainstream primary schools.

Key Facts:

One in seven children is estimated to be neurodiverse.
Neurodiverse pupils often face bullying, higher suspension rates, school absence, and poor mental health due to a lack of targeted support.
The PINS programme, originally launched in spring 2024, will now continue into 2025–26, reaching 1,200 additional primary schools.
£9.5 million has been allocated for the second phase of the programme, following £13.5 million used for the initial rollout and set-up.
The first phase supported 1,600 Primary schools, with staff reporting increased attendance, improved behaviour, and enhanced pupil wellbeing.
The initiative brings together teachers, health professionals, and parents to better identify and support pupils with SEND.
Schools involved in the programme are expected to host termly meetings with parents and receive hands-on training from specialist teams.

Why It Matters:

The DfE warns that a lack of support for neurodivergent children can seriously limit life chances.
Many pupils face sensory overload, social isolation, or mask their needs — leading to anxiety, emotional dysregulation, or burnout.
The programme is central to the Labour government’s Plan for Change, aimed at making mainstream schools more inclusive while ensuring special schools focus on pupils with the most complex needs.

Quotes to Note:

“The impact on life chances when there is a lack of appropriate support for neurodivergent children can be devastating"
— Education Secretary, Bridget Phillipson

“We have seen a massive improvement in the school’s relationship with parents and a significant improvement in children’s attendance - from 93 per cent to 95 per cent, which has been supported by engaging with the PINS programme.”
— Bethan Arthur, SENDCo & Deputy Headteacher, Carfield Primary School

What This Means for Schools and Staff:

There is now more funding and national support available to improve neurodivergent inclusion in primary education.
Schools can expect closer collaboration with parents and specialist teams.
There will be increased demand for trained SEN staff, teaching assistants, and support professionals who understand autism, ADHD, sensory needs, and emotional regulation.

What Riley Personnel Are Doing To Support Neurodiversity:

At Riley Personnel, we’re not just here to fill vacancies — we’re here to make a difference. We ensure that all of our teachers, teaching assistants, and support staff are fully trained and prepared to work with pupils with SEND and additional needs. We take great care in who we place, because we care deeply about the quality of education and the treatment of every child in every classroom across the UK.

We work closely with schools to match the right staff to the right roles, prioritising empathy, inclusion, and impact. Whether you're a school looking for SEN support, or an educator passionate about making a difference, we’re here to help.

Back to Insights Search Subscribe Insights