Interim Review Highlights Growing Mental Health Pressures on Schools
The first interim report from the independent review into mental health conditions, ADHD and autism, led by Professor Peter Fonagy, found evidence that common mental health conditions such as anxiety and depression have increased over the past two decades, with the sharpest rise among children, young people and young adults. The review also links rising distress to educational disruption, school absence and an increased risk of young people becoming not in education, employment or training (NEET).
For schools, one of the most significant findings is that diagnoses of ADHD and autism have risen sharply, while population-level evidence suggests underlying prevalence has remained relatively stable. The review argues this reflects a complex picture involving increased awareness, improved recognition, changing help-seeking behaviour and growing reliance on diagnosis as a route to support.
The report notes that autism-related identified need now accounts for around 3.1% of school-age pupils in the SEND system, with particularly rapid growth among girls and pupils without learning disabilities. ADHD referrals and waiting lists have also increased dramatically, placing significant pressure on assessment services.
Importantly, the review suggests that support is too often dependent on obtaining a diagnosis rather than being based on a child’s functional needs. It points to the need for more coordinated approaches across health, education and other services, with earlier intervention and support available before difficulties escalate.
While no recommendations have yet been made, the review signals that future reforms could focus on creating systems that provide support according to need rather than diagnosis alone, a development likely to have significant implications for schools, SEND provision and inclusion strategies.
For primary schools that are wanting to develop their understanding of neurodiversity and increase support for those identified as part of the population in the report, a free classroom resource is available. Learning About Neurodiversity at School (LEANS), developed by the University of Edinburgh’s Salvesen Mindroom Research Centre, is aimed at pupils aged 8 to 11 and provides a teacher-led curriculum for whole-class delivery. The programme introduces children to the concept of neurodiversity and explores how differences in thinking, learning and communication can affect school experiences.
LEANS is built around three core objectives:
helping pupils and staff increase their knowledge of neurodiversity,
develop more positive attitudes towards neurodivergence and
take more inclusive actions within their school communities.
The curriculum is delivered across seven units covering topics including learning differences, communication, friendship, fairness, classroom inclusion and understanding diverse needs. Activities combine storytelling, discussion, games, problem-solving tasks and creative work, supported by teacher guidance and classroom resources. Designed by a neurodiverse team of researchers and educators, the programme takes approximately 15 to 19 hours to deliver over a school term and includes a comprehensive teacher handbook to support implementation.
An evaluation in Scottish primary schools found positive outcomes for participating pupils. Following the programme, children demonstrated stronger understanding of neurodiversity concepts and were more likely to support inclusive responses in school-based scenarios. Notably, 90% of pupils agreed that other schools should also take part in LEANS.
For education professionals looking to strengthen inclusion and belonging within mainstream settings, LEANS offers a practical, evidence-informed resource to promote understanding, acceptance and positive relationships across the whole school community.
