Inclusion

EYFS – A Template For A Neurodivergent-Friendly Education Framework?

Helen Edgar is qualified early years /primary teacher, and is also neurodivergent. With her unique insight she has developed Autistic Realms to advocate for a better understanding of neurodivergence and mental health in education for children and families.

'Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them….Every child deserves the best possible start in life and the support that enables them to fulfil their potential. A secure, safe and happy childhood is important in its own right. Good parenting and high quality (early) learning together provide the foundation children need to make the most of their abilities and talents as they grow up’. (Statutory framework for the early years foundation stage Setting the standards for learning, development and care for children from birth to five - DFE 2021)1.

All parents and teachers want the best for their children; however, we are currently in an education crisis that has escalated since Covid-19 Lockdowns. Many of the children struggling in school and struggling with attendance are neurodivergent. Neurodivergence includes all children that are different to the majority including those that may be Autistic, ADHD, Dyslexic or have sensory processing difficulties or other differences that means school may be harder for them to manage. Something in our education system is evidently not working and needs addressing. We need to develop a deeper understanding of the needs of the many neurodivergent children that are currently struggling as well as researching what phase of education is most successful and why, this will help to provide a pathway towards a better understanding of what we can do to meet the needs of all children.

Facts

The number of pupils with special educational needs (SEN) increased to 1.49 million pupils in 2022, representing 16.5% of all pupils2

  • The overall absence rate for pupils with an Education, Health and Care plan (EHCP) was 11.6% in autumn 2021, up from 9.4% in autumn 2020. This compares to 9.1% for pupils with SEN support and 6.3% with no identified SEN.
  • 35.9% of pupils with an EHCP were persistently absent in autumn 2021, compared to 30.6% for pupils with SEN support and 21.5% for pupils with no identified SEN3

Why EYFS framework may be more effective for neurodivergent children.

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