Factors in under-recognition include fragmentation of the school system; prolonged school absences; girls with emotional issues; language barriers; and living in areas most affected by disadvantage, according to the report from think-tank the Education Policy Institute (EPI), funded by social wellbeing charity the Nuffield Foundation.
The EPI researchers make several recommendations to address the issue in Identifying SEND: Final Report on Special Educational Needs & Disabilities and contact with CAMHS (child and adolescent mental health services).
Among the recommendations are to add two extra assessments of children’s personal, social and emotional (PSED) development, one in primary school and one in secondary.
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