Schools, Wellbeing and Neurodiversity
Why Are So Many Children Struggling in School – And What Can We Do About It?
As a parent of a neurodivergent child who has been out of education since October due to severe trauma-related anxiety, I read the latest figures on school absenteeism with a heavy heart—but no surprise. The Guardian’s recent article highlights that over 170,000 children are now classified as “severely absent,” and 1.49 million are persistently absent. These aren’t just numbers; they represent real children, real families, and an education system that is failing to adapt to the growing needs of our young people.
This crisis—yes, let’s call it that—demands urgent attention. There are two fundamental questions that we need to address:
1. Why Are More Children Neurodivergent?
It’s widely accepted that increased awareness, greater empowerment, and improved diagnostic practices have contributed to the rise in identified cases of neurodivergence among children. But does that fully explain the significant increase we’re seeing? Or are there other factors at play?
There are many theories that circulate—ranging from the impact of ultra-processed foods during pregnancy, parental lifestyle and health before conception, environmental toxins, to the influence of digital technology. Yet, to date, there has been no large-scale, government-funded study to explore whether we are indeed seeing a true increase in neurodivergence—and if so, what’s driving it.
Shouldn’t we be investigating this with the same urgency we apply to other public health priorities? This is not about seeking a “cure” or pathologising difference—it’s about understanding the wider picture. If there is a genuine increase (and even if there isn’t) , we need to consider what this means for our education system, healthcare services, employment structures, and long-term economic planning. Without a solid evidence base, we risk continuing to react rather than proactively adapt.
2. How Can We Make Schools Better at Supporting Wellbeing and Neurodiversity?
This past weekend, I was speaking to my mum, a retired headteacher, about the education system. She reminded me of the old three-tier system (First, Middle, and High School), where children didn’t move into secondary education until Year 9. Having experienced this system myself, I can’t help but wonder if it was better for mental health. Middle schools provided a nurturing bridge between primary and secondary, allowing children to develop social confidence before being thrust into the intensity of high school.
But why did this change? The answer: academic results. Middle schools often lacked the facilities (like science labs) to deliver the curriculum to the highest standard, so the shift to a two-tier system (Primary and Secondary) was made with academic outcomes in mind. But at what cost?
The problem is that education policy is often dictated by academic achievement alone. Schools are measured, judged, and ranked primarily on test scores, meaning that well-being is a secondary concern at best. But what gets measured gets done—so what if we started measuring pupil wellbeing alongside academic results? What if schools were required to publish their wellbeing metrics, just as they do exam scores?
I hesitate to make this suggestion because I know the pressure it would place on already-overworked teachers. However, this is why a fundamental shift is needed. Well-being should not be an ‘add-on’ responsibility for teachers; we need dedicated pastoral teams within schools whose sole focus is the emotional and psychological wellbeing of students. These teams should:
Be separate from teaching staff, allowing educators to focus on education while specialists focus on wellbeing.
Oversee school culture, inclusion policies, and behaviour support with a therapeutic, rather than punitive, approach.
Advocate for neurodiverse-friendly school design, from the layout of classrooms to the flexibility of learning approaches.
Lead the integration of evidence-based therapeutic interventions within the school environment.
This Isn’t Just About “Kids Who Can’t Cope”
Whenever I talk about making schools more inclusive and supportive for neurodivergent children, I can sense the hesitation—sometimes even resentment—from those who feel that mainstream education should not have to “cater to a few kids who can’t cope.” But the reality is that this isn’t just about neurodivergent children.
Providing young people with the skills to manage their well-being and understand neurodiversity benefits everyone. The children who learn in a more supportive environment today become the adults who build healthier workplaces, stronger communities, and more empathetic societies tomorrow.
This is not an issue we can afford to ignore any longer. If we want our education system to truly prepare children for the future, it needs to prioritise who they are, not just what grades they get. The question is—how long will it take for policy to catch up with reality?
