Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to improve early identification of cognitive, behavioural, and emotional needs arising from acquired brain injury in children, particularly within school settings.

Children who have had a brain injury can be affected in different ways. Some brain injuries will result in a special educational need (SEN) or a medical need, whilst others may affect a child in other ways. In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately.

Schools must make arrangements to support their pupils with medical conditions and must make reasonable adjustments to their practices, procedures and policies and not discriminate against their disabled pupils.

The governing body should ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions. They should also ensure that any members of school staff who provide support to pupils with medical conditions, or those with SEN, are able to access information and other teaching support materials as needed.

Mainstream schools must use their best endeavours to meet the special educational needs of their pupils, which includes those with acquired brain injury. Where needs are more complex the school may request the local authority to conduct an education, health and care needs assessment.