Suffolk expert warns of “long-term damage” as one in three autistic pupils miss weeks of school
The poll by charity Ambitious About Autism found that one in six autistic pupils had not attended school at all since September.
One in three autistic young people have missed at least two weeks of school since the start of term, according to a new survey, as a specialist warns the current system is causing “damage” to children and their families.
The poll by charity Ambitious About Autism found that one in six autistic pupils had not attended school at all since September.
The findings come ahead of the Government’s long-awaited Schools White Paper, which is expected to outline reforms to the special educational needs and disabilities (SEND) system.
Annie Clements, founder and chief executive of Autism and ADHD, said the figures were unsurprising but deeply concerning.
“None of it is a surprise, which is sad when you look at how big the figures are,” she said.
“And it's sad that we've reached this point with the amount of damage that it's doing to everybody involved in the process.”
She added that while attention often focuses on pupils, the wider impact is significant.
“I think people tend to perhaps concentrate on the impact on children, but from a family perspective, it will have an impact on everybody in that family,” Ms Clements said.
“It's also having a massive impact on the teachers too, and it's shifting people's opinions about SEND in a way that isn't particularly positive at the moment.”
Growing absence linked to mental health
The survey of 961 autistic young people aged between five and 16, and their families, found that 62% of those absent cited mental health as a reason.
Just under a third pointed to physical health, while one in five said their school placement was unsuitable.
Jolanta Lasota, chief executive of Ambitious About Autism, said absence can take different forms.
“For autistic young people, school absence can take many different forms. It's being in class but not included,” she said.
“It's being sent home because autistic traits are misunderstood. It's being denied a school that's right for your needs.”
She added the Government’s reforms “must ensure mainstream schools are equipped with the knowledge and the confidence to support autistic pupils”.
Call for more personalised support
Ms Clements said training for school staff must move beyond a “tick box exercise”.
“We need training that will give staff the confidence and knowledge to look at that individual child and think what they need,” she said.
She warned that traditional classroom models may no longer meet the needs of many pupils.
“Our schools in many ways still look very much like schools in Charles Dickens’ day with rows of desks and chairs and everyone looking at a board,” she said.
“We know now that with how the world has changed, how people have changed, how children's needs have changed, that that isn't necessarily what we now need in our schools.”
Ms Clements also urged policymakers to look internationally for solutions.
“There are people out there that know what they do, and there are schools out there that are… excelling in what they do, and yet it doesn't seem as though we're exploring that,” she said.
Concern for the next generation
Looking ahead, Ms Clements said she fears the long-term consequences if meaningful reform does not follow.
“I'm very worried for this generation of children, the damage that the current SEND system is providing them, both for not just that child, but for that child's family as a whole,” she said.
“I really hope that the white paper is going to show us something inspirational that's going to happen, because this isn't just about throwing lots of money at it, it's also a mindset shift that needs to take place.”
Funding pledged ahead of reforms
The Government has already announced £200 million to train teachers in supporting children with SEND, alongside £3 billion to create around 50,000 new specialist school places.
Some funding will also help mainstream schools introduce facilities such as breakout rooms for pupils who may feel overstimulated.
However, campaigners say systemic change, alongside investment, will be critical to improving attendance and support for autistic children.