Research highlights differences in education and social care support for children with neurodivergence and mental health-related referrals
Categories: Research using linked data, Research findings, Data Insights, ADR UK Research Fellows, ADR England, Office for National Statistics, Children, young people & education, Health & wellbeing
21 October 2026
New research using linked administrative data has found marked differences in patterns of education and social care support among children with recorded neurodivergence- and mental health-related referrals to NHS-funded mental health services.
The new Data Insight examines linked data for 396,762 children in England. It explores patterns of support including special educational needs (SEN) support, Education, Health and Care Plans (EHCPs), school exclusion and children’s social care involvement.
The study used data from the Education and Child Health Insights from Linked Data (ECHILD) dataset.
Children with overlapping needs had greater involvement across services
The researchers grouped children according to whether they had recorded neurodivergence-related referrals, mental health-related referrals, or both.
Children with both neurodivergence- and mental health-related referrals had records across a wider range of education and social care indicators. Around three quarters had recorded SEN status, while more than one quarter had an EHCP. These figures were lower among children with neurodivergence-related referrals alone and substantially lower among those with mental health-related referrals only.
The researchers note that lower levels of education-based support among children with mental health-related referrals alone should be interpreted cautiously. Mental health difficulties may emerge or be recognised later in childhood, while some needs may also be overlooked or misunderstood in education settings.
Higher levels of school exclusion
School exclusion was relatively uncommon overall, but was recorded for around 12% of children with both types of referral, compared with around 5–6% of children in the neurodivergence-only and mental health-only groups.
The researchers suggest this may reflect higher levels of need and vulnerability among children with overlapping neurodivergence and mental health concerns, as well as challenges in meeting more complex needs within school settings.
Children with both types of referral also had the highest levels of Child in Need involvement. Being recorded as a Child Looked After was uncommon across all groups, but was slightly more frequent among children with mental health-related referrals alone.
The importance of joined-up support
The findings highlight the importance of coordinated and developmentally responsive support across health, education and social care, particularly for children whose needs span multiple systems.
Lived-experience advisors involved in the research also emphasised that coordination alone is not enough. Support needs to be appropriate for both neurodivergence and mental health, including adapting services to children's communication styles and individual needs.
The associated academic paper, currently under review, will examine the timing of children's first contact with education, health and social care services. Future research will also explore geographical and demographic inequalities and the relationship between educational support, mental health difficulties and school exclusion.
