Nearly 25 percent of teachers report receiving no training on how to support neurodivergent pupils, and most of those who did describe it as brief and limited in scope, according to new research from York St John University and the University of Surrey.
Researchers surveyed 177 teachers and support staff in mainstream schools in the UK about their experiences of working with neurodivergent pupils.
In England, the number of children identified with a special educational need (SEN) has increased each year since 2016, with 5.3 per cent of pupils having an Education, Health and Care Plan (EHCP) entitling statutory support, whilst an additional 14.2 per cent receive SEN support without an EHCP. Despite this sustained rise in identified need, many classroom teachers report feeling underprepared to meet increasingly complex profiles of support.
Dr Anna Cook, a Developmental Psychologist at the University of Surrey, said:
“Our findings suggest a clear mismatch between the complexity of pupils’ needs and the training teachers are currently receiving. Many participants described short, one-off sessions that did not equip them with context-specific strategies tailored to the particular needs of pupils in their own classrooms.
“Teachers told us they want to provide appropriate support, but constraints on time and training make this extremely challenging. If we are serious about inclusion, professional development in neurodiversity needs to be sustained, evidence-informed and embedded into everyday school practice rather than delivered as isolated workshops.”
Researchers found training of neurodiversity within the classroom to be an area of concern. Of those who had received training, most received short sessions (less than half a day), with only 16 per cent receiving sessions that lasted one day or more and 19 per cent taking longer courses.
A lack of time was also identified as a major challenge encountered by teachers. Participants reported that limited time prevented them from getting to know children's needs, adapting lesson plans, and implementing tailored strategies consistently.
However, many teachers did report rewarding aspects of working with autistic and neurodivergent pupils. Nearly 60 percent of respondents highlighted the reward of witnessing student development and progress, and over 20 percent mentioning the satisfaction of contributing to positive changes in their lives.
Professor Lorna Hamilton, Professor of Developmental Psychology and Inclusive Education at York St John University, said:
“What is striking in these findings is not a lack of commitment, but a lack of structural support. Teachers are motivated and value inclusive practice, yet they are working within systems that do not consistently provide the time, training or resources required.”
“If policy aims to reduce exclusions and improve long-term outcomes for neurodivergent pupils, workforce development must be central to reform.”
This study was published in the journal Neurodiversity.
A briefing prepared by Dr Anna Cook and Professor Lorna Hamilton on supporting neurodivergent pupils in mainstream schools can be found here.
Notes to editors
Neurodiversity
Supporting Neurodivergent Pupils in Mainstream Schools: A Mixed-Methods Survey of School Staff in the United Kingdom
30-Jan-2026