Teaching inclusion while struggling with it internally
Education institutions support neurodivergent learners, but overlook neurodivergent staff, absorb rising SEND demand without training, and treat inclusion as burden rather than design.
What we see in this sector
SEND demand continues rising
EHCP applications remain high. Teachers are absorbing unmet need without adequate training.
Staff neurodivergence is under-recognised
A significant number of teachers and support staff are neurodivergent.
Burnout linked to emotional regulation load
Managing neurodivergent pupils while masking your own traits is unsustainable.
Ofsted pressure and compliance focus
Inclusion is measured, but staff capability is inconsistent.
Gender bias in identification
Girls and high-masking pupils continue to be missed.
What is breaking
- Teachers leaving due to workload and emotional strain
- SENCOs overwhelmed and under-resourced
- Inclusion framed as additional burden
- Late or missed identification of neurodivergent staff and pupils
"Education already has the language around differentiation. The foundation exists. It just needs extending to staff."
What this sector has going for it
Support staff neurodivergence alongside pupil support, not as an afterthought.
What changes when you invest
UK data for Education.
Named sources, UK-specific, traceable. Forward this block to Finance, Legal or Board without editing.
1.7m
Pupils in England with identified SEN (19.5%). 482,640 hold EHC plans — doubled since 2016. 71.4% of EHC plans are held by boys, indicating significant under-identification of girls
DfE, Special Educational Needs in England 2024-25
£9.5m
PINS programme funding covering 1,200 primary schools and ~300,000 children. 93% of participating schools still engaged at end of year 1, but only 21% reported needs 'fully met'
DfE / DHSC, PINS Interim Evaluation Report (2025)
Sector regulatory risk
Ofsted framework + Area SEND inspections
Ofsted's framework (Sept 2023) assesses how schools identify and support neurodivergent pupils within 'quality of education' and 'behaviour and attitudes'. Area SEND inspections (with CQC, updated June 2025) evaluate multi-agency provision for 0 – 25s and can trigger statutory intervention. 'Requires Improvement' or 'Inadequate' ratings carry direct material consequences.
Primary source
Named precedent / employer
PINS programme + £740m capital investment
DfE-led intervention training school staff in whole-school neurodiversity practice, paired with £740m capital funding for sensory-friendly breakout spaces across mainstream schools. The most concrete UK-wide policy response to neurodiversity in education.
Primary source
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"They helped us see that neurodiversity isn't just a student support issue. It's an institutional culture issue."
— Pro Vice-Chancellor, UK University
More than 30,000 people reached through workshops, webinars, conferences and organisation wide events, with an average facilitator rating of 9.7 out of 10 from more than 3,000 feedback responses.
Our founders have delivered sessions attended by people from more than 800 organisations.