An increase of 101,000 from 2023. This includes the number of pupils with an education, health and care (EHC) plan and the number of pupils with SEN support, both of which continue a trend of increases since 2016.

The percentage of pupils with an EHC plan has increased to 4.8%, from 4.3% in 2023.
The percentage of pupils with SEN (SEN support) but no EHC plan has increased to 13.6%, from 13.0% in 2023.

The most common type of need for those with an EHC plan is autistic spectrum disorder and for those with SEN support is speech, language and communication needs.

Autism is a condition that has evolved over time. A 2021 study found a 787% increase in autism diagnoses in the UK between 1998 and 2018.

Eighty years ago, autism was thought to affect one in 2,500 children. Today, one in 36 is believed to have autism spectrum disorder (ASD). This rise is largely due to greater awareness, improved understanding, and more professionals diagnosing autism. As a result, assessment criteria have expanded, including people who would not have been diagnosed in the past, especially women and girls. Many adults are now also seeking referrals.

However, experts disagree on whether autism is overdiagnosed or if people genuinely have it. Some suggest that wider assessment boundaries are driving the increase. Professor Ginny Russell argues that diagnoses are expanding to the point that "maybe everyone is categorised as neurodiverse."
Understanding autism among those with learning disabilities has also changed. In the 1980s, it was believed that only a quarter of people with learning disabilities had autism. Now, the NHS estimates it could be as high as three-quarters.
A major shift occurred when Asperger’s syndrome was removed as a separate diagnosis in 2013. The neurodiversity movement of the late 1990s also played a role by fighting stigma and redefining autism as an identity than a disorder. This created a cycle where increased awareness leads to more diagnoses. Despite these debates, the biggest concern is the well-being of autistic individuals. They are 70-80% more likely to struggle with mental and physical health issues.

The United States Of America

In the United States, more than one in five children are estimated to be neurodivergent. Neurodiversity in the US is 19% of Americans.

Neurodivergent children in the U.S. represent a diverse group whose neurological development and
functioning differ from the typical, encompassing conditions like autism, ADHD, dyslexia, and more.
These children oen face unique challenges, particularly in education and social development. While
federal laws like the Individuals with Disabilities Education Act (IDEA) ensure access to educational
accommodations and support, the quality and availability of resources can vary significantly across
different regions.

Statistics

A majority of Americans (56%) weren’t sure how to define the term. 26% of respondents who say they are neurodivergent when given the definition are unable to define the term without that prompt.

24% of respondents who say they are neurotypical say they know how to define neurodivergent without being given the definition.

19% of Americans say they are neurodivergent. 72% of Americans said they are not neurodivergent — or, that is, neurotypical.

54% of respondents who have been diagnosed with or believe they are autistic and 61% of respondents who have been diagnosed or believe they have ADHD are able to define neurodivergent.

Several organizations provide resources and advocacy for neurodivergent individuals, particularly children with learning disabilities and autism. The National Center for Learning Disabilities (NCLD) supports children with conditions like dyslexia and dyscalculia, promoting inclusivity and better educational opportunities. The Autism Society offers resources for individuals on the autism spectrum, assisting families and educational institutions in accommodating neurodivergent students. UCLA’s Tarjan Center focuses on training, support, and research for individuals with disabilities, emphasizing policy, advocacy, and improved practices for neurodivergent students. These organizations play a crucial role in fostering education and support for neurodivergent children.

In the United States, neurodivergent children, including those with autism, ADHD, and dyslexia, are supported through a range of educational programs, therapies, and legal protections. The Individuals
with Disabilities Education Act (IDEA) ensures that these children receive free and appropriate education, including specialized services and accommodations tailored to their unique needs, such as Individualized Education Programs (IEPs), Organizations like Autism Speaks and CHADD provide resources and advocacy for families, while therapists like Applied Behavior Analysis (ABA) and cognitive
behavioral therapy (CBT) help children develop social and cognitive skills.

These efforts, combined with legal protections under laws like IDEA and Section 504 of the Rehabilitation Act, aim to create inclusive and supportive environments for neurodivergent children in schools and communities (U.S, Department of Education, n.d)

Pakistan

In Pakistan, children exhibiting neurodivergent traits, such as those with Autism Spectrum Disorder (ASD), face numerous challenges that hinder their development and integration into society.

Scarcity of Trained Professionals

There is a significant shortage of qualified healthcare providers, therapists, and educators trained to support neurodivergent children. This gap results in services being provided by untrained individuals, compromising the quality of care and support these children receive.

Educational Barriers

Most schools in Pakistan are ill-equipped to accommodate neurodivergent students, lacking necessary facilities and trained staff. This inadequacy hinders the educational development of these children, limiting their opportunities for growth and integration.

Social Stigma and Lack of Awareness

Cultural stigmatization of disabilities, including neurodivergence, leads to families hiding affected children due to fear of societal labeling. This stigma impedes early diagnosis and effective treatment, as families may avoid seeking necessary medical and educational interventions.

Pakistan has several institutions dedicated to supporting neurodivergent children, offering specialized education, therapy, and support services.

Rising Sun Institute (est. 1984) and Amin Maktab (est. 1961) are leading institutions in Pakistan providing education, therapy, and vocational training for children with intellectual and physical disabilities. Rising Sun serves over 600 children with services like physiotherapy, hydrotherapy, and speech therapy, while Amin Maktab focuses on special education, outreach, and skill development to promote independence and social inclusion. Both play a vital role in supporting neurodivergent children and enhancing their integration into society.

Cultural Influences in Asia

Compared to Western nations, Asian nations like Japan have reported comparatively lower prevalence rates of autism. Cultural variables, discrepancies in diagnosis procedures, and disparities in the nation's awareness and identification of autism could all be responsible for this discrepancy. Labelling children as different and in need of special education may be reluctant in Japan, where social integration and interdependence are highly valued, because of worries about stigma, discrimination, and societal harm.

It's crucial to remember that lower stated prevalence rates in some parts of Asia and Africa, like Nigeria, could be caused by a lack of knowledge, difficulties gathering reliable data, and restricted access to healthcare facilities.

The higher reported prevalence of autism in other nations are also influenced by genetic and environmental variables. Research indicates that a mix of environmental factors and genetic predispositions contribute to the development of autism.

Statistics

The prevalence of Autism Spectrum Disorder (ASD) in China is reported to be 0.02%, while in Sweden, it is 3.66%. These differences highlight the complex interplay of various factors in determining autism prevalence rates across different regions.

For instance, the United States, which reports a higher prevalence of autism compared to many other countries, has ongoing research exploring genetic factors that may contribute to the condition. Studies have identified certain gene variants that are associated with an increased risk of autism. These genetic factors, combined with environmental influences, contribute to the higher rates observed in the country.

It is crucial to remember that just because autism is more common in some nations does not mean that autism does not occur in other nations. Numerous factors, such as variations in diagnosis procedures, awareness, cultural beliefs, and access to healthcare resources, can affect the prevalence of autism.

Developing therapies, support services, and resources to meet the needs of people on the autism spectrum can be facilitated by an understanding of the factors that contribute to high autism rates. Countries can endeavour to offer comprehensive support and enhance the quality of life for people with autism and their families by carrying out more research and identifying the different factors that contribute to the prevalence of autism.