What does it mean for you and your school?
The National Strategy for Autistic Children, Young People and Adults: 2021 to 2026 (July 2021) – What does it mean for us?
The document is the government’s refreshed vision for improving the lives of autistic people and their families and carers in England. It builds on and replaces the preceding adult autism strategy and includes children and young people for the first time. This recognises the importance of early support and diagnosis and the continuation of this support across their lifetime.
A growing number of children and young people are being diagnosed as autistic, with special educational needs data suggesting that 1.8% of all pupils in England now have an autism diagnosis. Despite this, it is evident that many autistic children and young people are still having poor experiences within school, are not reaching their potential, and are struggling in the transition to adult life.
The Autism Act (2009), which only applies to adults, was enacted over ten years ago with the aim of addressing the multiple social disadvantages and health and care inequalities autistic adults faced. Since then, there have been two further adult autism strategies, which have resulted in greater awareness of autism across society and significant improvements in how the government have prioritised Autism. For adults, previous statutory guidance on implementing the Autism Act remains applicable. For children, the Special Educational Needs and Disability (SEND) Code of Practice (2015), continues to place duties on local authorities, NHS organisations and schools in respect of autistic children and young people.
The government ‘Roadmap’ for the Next Five Years
The policy states the vision for how they envision the lives of autistic people and their families to the year 2026 - split into six priority areas. It outlines the steps that national and local government; the NHS and others will take towards this within the first year of the implementation plan (2021 to 2022). The plan will be refreshed and reviewed in subsequent years of the strategy, ensuring that the vision always remains a priority. By the end of this strategy, the aim is that life will be fundamentally better for autistic people, their families, and carers.
This will be demonstrated by:
Improving understanding and acceptance of autism within society
Improving autistic children and young people’s access to education and supporting positive transitions into adulthood (SEND system improvements, permanent exclusions/suspensions)
Supporting more autistic people into employment
Tackling health and care inequalities for autistic people
Building the right support in the community and supporting people in inpatient care
Improving support within the criminal and youth justice systems
In a nutshell, the overall vision is:
By 2026, the SEND system will enable autistic children and young people to access the right support, both within and outside of education settings.
By the end of the strategy, the government want transitions into adulthood to improve, so that more autistic young people can live well in their communities, find work or higher education opportunities. These improved transitions will result in fewer mental health crises and admissions into inpatient care.
They want education settings to provide better and more inclusive support to autistic children and young people so that autistic people are better able to achieve their potential. The aim is for more teachers and educational staff to understand the specific needs of their autistic pupils, ensuring that more school placements can be sustained. The government also want to demonstrate that more autistic children have their needs identified early on, and that they are having positive experiences in education settings.
Key areas/ideas for schools:
Ensure that staff are trained to understand autism and the needs of autistic people.
Consider your environment – is it overwhelming for an autistic individual? What can be done to alleviate any difficulties?
Be aware of how autism may affect the individual differently and develop your practice in recognition. As an example, girls and women with autism often present differently.
Ensure that autistic pupils and adults in your school community can access the right support both in and out of school (where able).
Consider your approach to supporting pupils with autism. Does your behaviour policy offer sufficient support? Are reasonable adjustments made? Do autistic pupils feature disproportionately when behaviour in your school is considered? Are a greater number of autistic pupils suspended/excluded?
Consider your career support provision. Do you effectively support autistic pupils to access/find work experience/jobs/higher education opportunities? Discuss preparation for adulthood early on.
Find the strategy here