Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to include neurodiversity awareness on the curriculum at (a) primary and (b) secondary schools.

The Curriculum and Assessment Review’s final report and the government’s response were published on 5 November. The Review sought to identify and focus on addressing the most significant and pressing issues facing curriculum and assessment without destabilising the system.

A key focus of the Review was inclusion and special educational needs and disabilities (SEND), explored through dedicated inclusion work strands that were embedded across all areas of the panel’s work. Throughout the Review, the experiences and outcomes of children and young people from disadvantaged backgrounds and with special educational needs were considered to ensure the reformed curriculum works for every child.

In 2025 the department invested in multi-million-pound programmes, such as Partnerships for Inclusion of Neurodiversity in Schools (PINS) and Early Language Support for Every Child (ELSEC), that bring together central and local government, schools and parents to test and learn new ways to improve outcomes for children and young people with SEND.