To ask the Minister of Education whether any assessment has been undertaken to determine if current school-based systems are adequate to deliver improved educational outcomes for neurodivergent pupils.

My department fully appreciates the growing numbers of neurodiverse and neurodivergent children and young people across our schools and this needs to be reflected in our approach to all aspects of the education system from building design to curriculum, to teacher training, to assessment and to other areas of pupil supports.

The Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan, published February 2025, is the culmination of a comprehensive End to End Review of SEN provision from existing policy through to operational delivery via the Education Authority (EA) and other educational partners. The Reform Agenda and Delivery Plan set out a range of actions proposed to transform the educational experience of all children with SEN including neurodivergent children and young people.

The EA early actions taken forward include:

Publication and implementation of a child-centred Graduated Response Framework, and

Implementation of child-centred Local IMPACT Teams.

The Graduated Response Framework provides guidance to schools and educational settings on how to identify and support children and young people with SEN/Disabilities. The framework builds on established good practice already in schools and provides a flexible, child-centred approach, allowing movement between stages of the SEN Code of Practice based on need and progress.

The EA’s Pupil Support Services transitioned to a regionally based Local IMPACT Teams model. This new network of localised multi-specialism teams offers a wide range of support to schools at both the whole-school level and Stage 1 and 2 of the SEN Code of Practice. This process is needs-led with provision is based on the presenting needs of the child or young person.