Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to measure the potential impact of school (a) disciplinary processes and (b) culture on children (i) with autism and (ii) who are neurodivergent.

The department does not collect data on the impact of behaviour policies on pupils, including those who have autism, attention deficit hyperactivity disorder (ADHD), mental health needs or who are neurodivergent.

In July 2022, the department published updated guidance on Behaviour in Schools which is the primary source of help and support for schools on developing and implementing a behaviour policy that can create a school culture with high expectations of behaviour.

Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any Special Educational Needs or Disability they may have, and any religious requirements affecting them.

Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.

Within these legal parameters, it is then for individual schools to develop their own policies.