Every school should have mandatory training in Autism Spectrum Disorder (ASD) and ADHD.

Too many children and young people with autism and ADHD are being misunderstood, labelled as difficult or badly behaved, when they may actually be struggling with sensory overload, anxiety, emotional regulation, communication or difficulties with executive functioning.

As a parent, I have seen first-hand how difficult it can be when a young person’s needs are not understood. Behaviours such as refusing school, becoming overwhelmed, withdrawing, struggling with everyday routines, finding noise and busy environments difficult, becoming extremely distressed over situations that may seem small to others, or struggling to communicate what is wrong can easily be misunderstood as simply being naughty, defiant or unwilling to cooperate.

For some young people, distress can build up over a long period before they reach a point where they can no longer cope. By then, the focus can become punishment and consequences rather than understanding what is causing the distress and providing the right support.

Teachers and school staff are often the people who spend the most time with children outside their families. They need to be equipped to recognise the signs of autism and ADHD and understand that these conditions can present very differently from one young person to another.

I believe mandatory, high-quality ASD and ADHD training should be provided to teachers, teaching assistants, pastoral staff, SENCOs and other relevant school staff.

Training should include:

Recognising autism and ADHD, including less obvious presentations.
Understanding sensory overload and emotional dysregulation.
Recognising when behaviour may be communication of distress.
Understanding school avoidance and difficulties with attendance.
Supporting executive-function difficulties such as organisation, planning and transitions.
Understanding masking and why a child may appear fine at school but struggle enormously afterwards.
Improving communication between schools, parents and children.
Providing appropriate reasonable adjustments and support rather than relying solely on punishment or sanctions.
Understanding that every autistic or ADHD child is different and needs an individual approach.
Children should not have to reach crisis point before the adults around them understand that they are struggling.

Better training could mean earlier recognition, better support, improved attendance, fewer exclusions and, most importantly, children feeling understood rather than blamed.

I am asking the Government to make comprehensive ASD and ADHD training mandatory for school staff across the UK.

Every child deserves to be understood, supported and given the opportunity to succeed.