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The report links these harms to barriers that limit access to and participation in mainstream education, intensified by structural inequities tied to ethnicity, gender, and socioeconomic status. 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\nFebruary 2026  \nContents  \nAbbreviated summary 5  \nPriority One: Timely identification of strengths and needs 5  \nPriority Two: Workforce development 5  \nPriority Three: Learning environments, curriculum and assessment 6  \nPriority Four: Funding, accountability, and commissioning 6  \nExecutive summary 7  \nBackground 7  \nIntroduction 7  \nPriority One: Timely identification of strengths and needs 8  \nRecommendation One: Provide educational professionals with evidence-based valid and accurate holistic educational assessment, along with effective support tools 8  \nRecommendation Two: Introduce a ‘commitment to listen’ to parents/carers and neurodivergent young people and recognise where schools do this well 9  \nRecommendation Three: Develop clear partnerships for supporting neurodivergent needs between education, health, and social care 9  \nPriority Two: Workforce Development 9  \nRecommendation Four: Provide high quality professional development on strengths, needs, and support strategies for neurodivergent children and young people 9  \nPriority Three: Learning environments, curriculum and assessment 10  \nRecommendation Five: Allow more flexible forms of assessment and curriculum 10  \nRecommendation Six: Adapt learning environments and ensure behaviour policies are rooted in an inclusive school culture that values understanding, acceptance and curiosity 10  \nPriority Four: Funding, Accountability and Commissioning 11  \nRecommendation Seven: Develop a model to support strategic commissioning and planning for local authorities and health bodies 11  \nRecommendation Eight: Increase funding levels to schools to reflect the level of need within their population so they can support more neurodivergent children and young people within their core offer 11  \nRecommendation Nine: Develop clear and effective local routes to resolution when challenges occur 12  \nFull Report 13  \nBackground 13  \nIntroduction 13  \nThe key priorities for enacting culture and systems change 16  \nPriority One: Timely identification of strengths and needs 17  \nRecommendation One: Provide educational professionals with evidence based valid  \nand accurate holistic educational assessment, along with effective support tools 17  \nWhy recommendation one is important 17  \nPractical steps to implement recommendation one 18  \nRecommendation Two: Introduce a ‘commitment to listen’ to parents/carers and neurodivergent young people and recognise where settings do this well 19  \nWhy recommendation two is important 19  \nPractical steps to implement recommendation two 20  \nRecommendation Three: Develop clear partnerships for supporting neurodivergent  \nneeds between education, health, and social care 20  \nWhy recommendation three is important 20  \nPractical steps to implement recommendation three 21  \nPriority Two: Workforce Development 22  \nRecommendation Four: Provide high quality professional development on strengths,  \nneeds, and support strategies for neurodivergent children and young people 22  \nWhy recommendation four is important 22  \nPractical steps to implement recommendation four 22  \nPriority Three: Learning environments, curriculum and assessment 24  \nRecommendation Five: Allow more flexible forms of assessment and curriculum 24  \nWhy recommendation five is important 25  \nPractical steps to implement recommendation five 25  \nRecommendation Six: Adapt learning environments and ensure behaviour policies are  \nrooted in an inclusive school culture that values understanding, acceptance and curiosity 26  \nWhy recommendation six is important 27  \nPractical steps to implement recommendation six 28  \nPriority Four: Funding, accountability and commissioning 29  \nRecommendation Seven: Develop a model to support strategic commissioning and  \nplanning for local authorities and health bodies 29  \nWhy recommendation seven is important 30  \nPractical steps to implement recommendation seven","cbCaigw0qqlNID0N","https://ap.wps.com/l/cbCaigw0qqlNID0N","pdf",533341,47,"English","# Abbreviated summary\n# Priority One: Timely identification of strengths and needs\n## Recommendation One\n## Recommendation Two\n## Recommendation Three\n# Priority Two: Workforce development\n## Recommendation Four\n# Priority Three: Learning environments, curriculum and assessment\n## Recommendation Five\n## Recommendation Six\n# Priority Four: Funding, accountability, and commissioning\n## Recommendation Seven\n## Recommendation Eight\n## Recommendation Nine\n# Executive summary\n# Full Report\n# Annex A - Terms of Reference\n# Annex B – Methodology\n# Annex C – Engagement with the sector\n# Annex D-Terminology used in this report\n# References","[{\"question\":\"What main risks to education and health does the report highlight for neurodivergent children and young people?\",\"answer\":\"It highlights increased risks of poorer education and health outcomes, including suspension or absence from school, reduced work prospects, greater mental health service needs, poor long-term health, and criminal justice involvement.\"},{\"question\":\"Why does the report argue that equity will not be achieved by adding initiatives onto the existing system?\",\"answer\":\"It states that equity cannot be achieved by simply layering new initiatives onto an under-resourced system, and it also warns against creating multiple parallel pathways that do not address underlying barriers.\"},{\"question\":\"Which priority areas and recommendations does the report propose to improve mainstream education for neurodivergent learners?\",\"answer\":\"It sets four priorities—timely identification, workforce development, learning environments/curriculum/assessment, and funding/accountability/commissioning—with nine recommendations addressing evidence-based holistic assessment, listening approaches with families, cross-system partnerships, flexible assessment and curriculum, inclusive school culture, and models for strategic commissioning and improved funding.\"}]","The Neurodivergence Task and Finish Group - report - Recommendations for mainstream education - February 2026 | PDF",1792063919,118]