Children's Wellbeing and Schools Bill

Written evidence submitted by Ambitious about Autism (CWSB151)

Response to the Call for Evidence: Children’s Wellbeing and Schools Bill

SUMMARY

1. Ambitious about Autism is the national charity for autistic children and young people. It runs specialist schools and colleges across London and the South East supporting hundreds of autistic children and young people. It also runs national youth and employability programmes supporting thousands of autistic children and young people and their families across the nation.

2. We are submitting evidence to the Bill Committee following our recent survey of autistic young people and their families, to share the key findings of the survey, how they relate to clause 25 of the Children’s Wellbeing and Schools Bill, and the opportunities and challenges presented by this clause.

3. The recent introduction of the Children's Wellbeing and Schools Bill is a positive step in prioritising children's welfare within this parliament. However, to effectively tackle lost learning among autistic pupils, it must be strengthened further, as well as developed through co-production with autistic individuals and their families.

INTRODUCTION

4. Lost learning among autistic pupils remains a hidden crisis within mainstream education. It refers to any disruption or reduction in educational engagement, whether formal or informal, occurring inside or outside the classroom. Many autistic children and young people face systemic barriers that hinder their participation in education, leading to significant long-term consequences for their academic achievement, mental wellbeing, and future employment prospects. With autistic pupils disproportionately represented in Education, Health, and Care (EHC) plans and Special Educational Needs and Disabilities (SEND) Tribunals, addressing the specific challenges they face and ensuring their meaningful inclusion in mainstream education is crucial for the future of SEND provision.

5. Our survey was conducted to provide deeper insights into the extent of lost learning, its root causes, consequences, and potential solutions. By capturing the experiences of autistic young people and their families, it offers a comprehensive roadmap for change-one that ensures no child is left behind and every child is given the opportunity to thrive.

6. Ambitious about Autism surveyed 1,309 participants about their experiences of mainstream education and lost learning in England between October and November 2024. The sample included 132 autistic people and 1,177 parents or carers responding for their autistic children and young people. Respondents did not need to be currently in mainstream education but must have had experience with it from Key Stage (KS) 1 to compulsory post-16 education, and answered questions about that period.

KEY FINDINGS FROM SURVEY

The unseen scale of lost learning

7. Quote from participant: "I am heartbroken. My child has always wanted to be in school, and his self-esteem has been devastated by the way he has repeatedly been forced out. Attendance and engagement have been made impossible for him. His mental health has also been hit. He has gone from high achieving to being behind in every subject."

8. Quote from participant: "My child was able to get into school but only to the pastoral room. School would not provide work for her to do there, so she ended up colouring in all day"

9. Quote from participant: "They may have been present due to their need for routine, but they did not learn effectively during their time in mainstream."

10. Negative experiences in mainstream education lead many autistic children and young people to encounter various forms of lost learning. Our survey data reveals that lost learning among autistic pupils is far more pervasive than government statistics suggest when accounting for all the official and unofficial forms of lost learning. Nearly three-quarters (71%) of autistic pupils experience at least one form of lost learning in mainstream education. The most common forms include part-time timetables (38%), persistent absenteeism (35%), severe absenteeism (29%), and internal isolation (26%).

11. While official figures highlight persistent and severe absenteeism for autistic pupils, they often overlook other forms of lost learning. Data on suspensions and exclusions is not disaggregated by need, further obscuring the issue.

12. Our survey also highlights the compounding nature of lost learning. Two thirds (66%) of autistic pupils experience multiple forms of lost learning, with 1 in 4 (25%) reporting four or more. Lost learning compounds because multiple barriers often coexist, amplifying their impact. This compounding effect underscores the limitations of existing statistics. At one extreme end of the ‘exclusions continuum’, of those permanently excluded, moved, or off rolled, 89% had experienced multiple forms of lost learning. At the other end, among persistently or severely absent pupils, 84% reported experiencing more than one form of lost learning. The opportunity is there to intervene early and prevent lost learning.

13. Lost learning, particularly its unofficial and less accountable forms, is further shaped by systemic inequalities related to geography, socioeconomic status, and ethnicity, which are obscured by the limitations of existing statistics. For example, pupils in London and pupils who were People of Colour (PoC) are more likely to be directed to off-site provision (17% and 18%, compared to 9% of White pupils), while White pupils are more often moved to elective home education (21% vs 13% of PoC pupils). Similarly, pupils eligible for free school meals (FSM) were more likely to experience off-rolling compared to not eligible pupils (13% vs. 6%), highlighting the protective role of economic stability.

The impossible choice for pupils and families

14. Quote from participant: "Her school attempted to 'off roll' her twice by suggesting we home educate officially, even though we had made it clear we did not want that."

15. Quote from participant: "Severe anxiety made it impossible for my daughter to attend school despite years of trying. It was not a choice to home educate or even a decision. The kind of adjustments she needed, like 1:1 learning, were not available."

16. Quote from participant: "School could not meet needs. No other school in the local authority could, so we had to home school with personal budget, learning only English and maths. No exams were taken. No education was given."

17. Families and pupils alike emphasise that lost learning is not a voluntary choice but rather a consequence of systemic shortcomings. Only 4% of respondents reported losing learning because they refused to go to school, likely because of other compounding reasons. Instead, a third (32%) reported feeling pressured into decisions by schools, through threats of penalty notices or exclusion, and one in six (17%) felt misled by the school.

18. Economic and ethnic disparities exacerbate this issue. For example, almost half (48%) of FSM-eligible families reported being pressured by schools, compared to almost a third (29%) of non-FSM families. At the same time, almost twice as many PoC pupils reported feeling tricked, compared to White pupils (28% vs 15%).

19. One in six respondents (18%) believed lost learning was the best choice under impossible circumstances. As one participant explained: "If I had continued to force my children in, they would be dead by now. School traumatised them so much."

A dual impact: Mental health and anxiety

20. Quote from participant: "She was not sleeping, had reached burnout stage, was displaying self-injurious behaviour, and was telling us, "Although I don't want to die, I don't want to be here anymore.""

21. Quote from participant: "Oliver described school as 'torture.' He would be at home, laid on the floor in tears, saying, 'I can't go to school. I want to die.' School completely blamed us."

22. Quote from participant: "The poor school environment caused trauma and mental health issues, leading to attempted suicide, severe anxiety, and panic attacks."

23. The effects of lost learning on autistic pupils are complex and far-reaching. Survey data indicates that lost learning had either a mixed (47%) or entirely negative (43%) impact on pupils, with mental health emerging as both a major positive and negative factor. Mental health and anxiety were the most frequently cited positive impact (40%) and the second most common negative impact (61%) of lost learning. This duality highlights the critical role that schools play in affecting autistic students’ wellbeing. On one side, lost learning can harm mental health in the long-term, yet being away from inhospitable school environments (despite the loss of learning) can sometimes be a relatively safer option for a pupils’ mental health in the short-term.

24. Being in a non-inclusive environment can significantly affect autistic pupils’ mental wellbeing. Many reported experiences of masking, burnout, trauma, and even severe outcomes like self-harm or suicidal thoughts. Isolation often compounded these struggles, diminishing confidence and self-esteem.

25. However, stepping away from stressful environments sometimes brought relief. Pupils noted reduced masking, less bullying, and greater acceptance of their unique learning styles. These positive experiences highlight the shortcomings of many mainstream educational environments and underscore the urgent need for reform.

26. Reducing lost learning requires a focus on improving the ability of mainstream schools to support autistic pupils, rather than solely targeting standardised targets around attendance and exclusions. A reduction in lost learning cannot be imposed; it must be cultivated through meaningful inclusion.

The ripple effect on families

27. Quote from participant: "I had to give up work. I've been diagnosed with CPTSD. My marriage broke up. It's very stressful claiming UC and benefits. I've even had to fight to get my LA to provide FSM vouchers-everything is a battle."

28. Quote from participant: "My husband and I have struggled hugely to keep our careers. I have turned down director positions and lost out financially in the constant struggle to find flexible employers."

29. Quote from participant: "Both parents had to take lesser jobs. My salary has halved. Both parents' mental health seriously declined.".

30. Lost learning has far-reaching consequences for families. Nearly 9 in 10 parents (88%) reported adverse effects on their personal or professional lives, particularly those in low-income households. Families’ mental health was also impacted, with parents reporting heightened anxiety and trauma. The challenges often extended to siblings, with almost half (47%) of respondents noting negative effects on other children in the family.

31. The financial toll of lost learning is significant. Over half (54%) of parents or carers reported taking time off work, and nearly half (44%) experienced career setbacks. Many had to leave their jobs or reduce working hours, while the cost of additional support further strained household finances.

32. Interestingly, families not eligible for free school meals (FSM) were more likely to take significant time off work (58%) than those eligible for FSM (33%), but less likely to experience job loss (10%) than FSM-eligible families (19%), highlighting disparities in job and financial security.

RECOMMENDATIONS FOR ACTION

33. Quote from participant: "I agree that children need to be safeguarded. But emphasis needs to be on education. If schools are not changing and adapting, parents eventually feel forced to make a change for their child's sanity and their family."

34. Quote from participant: "Many SEND parents I know are trying their hardest. They need support, not sanctions."

35. Lost learning among autistic children and young people presents a significant challenge that requires urgent attention from the Department for Education. A preventative approach is preferred as it is not only more effective in addressing educational disengagement but also more financially sustainable in the long term. However, for a strategic shift towards prevention, and not punishment, of lost learning, key gaps must be addressed in the definition of lost learning, in data collection, and in statutory responsibility.   This would facilitate a more cohesive and proactive approach to tackling lost learning.

36. The introduction of the 'Children Not in School' register is welcomed step. If strengthened, it could serve as a valuable tool in better specifying the types of 'unsuitable education' that should be recorded, gathering evidence on current and previous past patterns of lost learning, and enhancing accountability. As it stands, it could have unintended consequences to parents and carers who are already facing impossible decisions and are in desperate need of support .

The potential for better identification and prevention of lost learning

37. Quote from participant: "I think a register is a good idea if it can improve safeguarding and show the government the extent of the numbers of children being failed by mainstream schools-so they can act to improve the situation and support children and parents."

38. Quote from participant: "They need to focus on why children are not attending school. If anyone thinks home schooling is easier, they are crackers. BUT it is preferable to having your child self-harming because they can't cope with school."

39. The introduction of the 'Children not in School' in clause 25 of the Children's Wellbeing and Schools Bill represents a step forward in safeguarding children who are missing education . We welcome this initiative as a response to long-standing recommendations from across the education sector. Despite these positive strides, the register, in its current form, lacks the necessary detail to fulfil its full potential.

40. The proposed register takes some steps in this direction, with a provision to include data on whether a child is registered at a school but attending part-time, as well as the collection of information, where possible, on the reasons behind their absence. However, we believe this needs to be strengthened by specifying the types of 'unsuitable education' that should be recorded, gathering available evidence on past patterns of lost learning, and establishing an expectation for the annual publication of this data. Only then the register will fulfil its potential to enhance "understanding of critical issues such as off-rolling" and other unaccountable forms of lost learning.

41. Another significant gap in the current Bill is the lack of mandatory collection of data on SEND , disaggregated by primary and secondary need. While the Bill proposes that local authorities include information on whether the child has any special educational needs, to the extent that the local authority has the information or can reasonably obtain it, it does not specify the collection of data on the type of need. While the government asserts that this information ‘will help inform policy development, for example in relation to the types and level support needed by families’ and ‘whether particular groups need more support than other and why,’ without a consistent and detailed collection of SEN data by primary and secondary need, policy development and resource allocation risk being fundamentally flawed and inequitable.

42. To address these issues, we propose the following amendments to the Bill:

a. In Clause 25, page 48, line 32, after "part-time basis" insert "i.e. children on a part-time timetable, flexi-schooled, receiving off-site alternative provision, or severely absent."

b. In Clause 25, page 50, line 3, after "child" add "and what is the primary and secondary special educational need identified for the child."

c. In Clause 25, page 50, add:

i. (k) Any information provided by a parent of the child, or the school or institution (if any) that the child has attended in the past, on previous instances of the child missing education, including exclusions, suspensions, severe or persistent absence, and any other instance deemed relevant to be included.

d. In Clause 25, page 54, add:

i. (2) The Secretary of State must report, every year, on the number of children included in registers in England, and the trends related to the children included in the register, including the percentage of children with any special educational needs, the most common primary and secondary needs identified, the most common reasons why the child meets condition C in section 436B, and any patterns of previous education loss identified.

The need to work with autistic young people and their families

43. Quote from participant: "Adding more stress for already stressed parents and kids who have a reason not to attend schools-be it lack of adjustments, bullying, or mental health-is inhumane."

44. Quote from participant: "We are back to punishing families at the end of their ropes. Not all absences are due to lazy parents, unassertive parenting, or a lack of wanting a child to have an education. It's preservation of life."

45. Quote from participant: "I am in favour of a compulsory register, so long as this leads to additional support, not punitive measures."

46. The success of the register is also contingent on thoughtful design and implementation. While the safeguarding objectives of the proposed register are widely recognised and welcomed, it also raises substantial concerns regarding potential unintended consequences, particularly for autistic pupils and their families. Many of these families already face significant challenges in navigating an education system that does not adequately meet their needs, often leaving them with difficult and distressing decisions regarding their children’s education.

47. A critical challenge lies in ensuring meaningful co-production with families. Without their direct involvement, there is a risk that the register could become a source of additional stress and pressure, rather than support. Findings from our survey highlight the extent of these concerns: 59% of respondents expressed apprehension about the potential impacts of the register, while only 15% reported no concerns. Parents and carers are particularly worried that the register may shift towards punitive measures rather than serving as a supportive tool. Many fear it will exacerbate existing challenges within an education system that is already struggling to accommodate autistic pupils effectively. There were also concerns that it could lead to pressure to enrol their children back into school environments that may not be adequately equipped to support their specific needs, at a great risk to their mental health and wellbeing.

48. Co-production is paramount in addressing these concerns. Policymakers must engage directly with autistic individuals, parents, and carers to ensure the register is developed in a way that genuinely reflects their lived experiences and addresses their concerns.

49. To achieve meaningful outcomes, it is also essential that the register prioritises support over punitive measures. Local authorities must be equipped with adequate funding and appropriate training to enable them to understand and address the diverse needs of SEND families. A ‘support-first’ approach must be at the heart of the register’s implementation, ensuring that local authorities work proactively with parents to understand the challenges they face and provide solutions tailored to their needs.

50. The current support duty outlined in the Bill requires local authorities to provide advice or information to parents of children on the register, but only if requested by the parent. Additionally, local authorities have broad discretion over what advice and information they consider appropriate to provide.

51. To strengthen this aspect of the Bill, we have proposed amendments to ensure greater clarity, accessibility, and proactive engagement.

a. In Clause 25, page 55, section 435G(2), include:

i. (c) clear information on the Education, Health and Care (EHC) plan support available to children in home education.

ii. (d) details on the legal rights of children with special educational needs and disabilities, ensuring parents are fully informed of their entitlements.

b. In Clause 25, page 55, add:

i. (3) A requirement for local authorities to make the offer of support publicly available and to develop a clear plan for proactive engagement with schools and parents of children at risk of missing education.

Conclusion

52. By implementing these recommendations, the Department for Education can lead the transformation of mainstream education into a more inclusive and supportive environment for autistic pupils. Addressing these challenges with a proactive, evidence-based approach will ensure that every autistic child receives the education and support they deserve, laying the foundation for a brighter, more equitable future.

January 2025