Make it statutory guidance not to remove break-times for neurodivergent children

We feel that neurodivergent children (especially children with hyperactive/impulsive or combined ADHD) need movement to help regulate their brains. We think we need to stop punishing neurodivergent children in schools by removing access to outdoor play and movement opportunities.

This includes detentions for neurodivergent symptoms. We believe we need to change the way in which we interact with neurodivergent children in our education system. We think the system is tailored for neurotypical learners and is not fit for purpose for neurodivergent brains. Movement can increase the feel-good hormone dopamine. We think removing play time from an ADHD child is inappropriate.

A school’s culture should consistently promote high standards of behaviour and provide the necessary support to ensure all pupils can achieve and thrive both in and out of the classroom. A whole-school approach should meet the needs of all pupils, including those with special educational needs and disabilities (SEND), so that everyone feels they belong in the school community and high expectations are maintained for all. Schools with strong behaviour cultures create calm, safe environments for all children that enable effective learning.

All schools are required by law to have an effective behaviour policy. When misbehaviour occurs, schools may use sanctions to improve behaviour and maintain a supportive environment for all pupils. It is the responsibility of school leaders to develop and implement a behaviour policy that works for their school community. Any policy must be lawful, proportionate, and reasonable, and comply with the Equality Act 2010 and the Education and Inspections Act 2006.

The Behaviour in Schools guidance offers advice on developing and implementing behaviour policies that encourage good behaviour. It emphasises proactive support for pupils through explicit teaching of what good behaviour looks like. The guidance highlights the importance of mutual respect and kindness between staff and pupils, and the role of positive relationships built on predictability, fairness, and trust. In such environments, pupils with additional needs are better supported to meet behaviour expectations.

The guidance also outlines the lawful use of sanctions, stressing the need for consistency and appropriate adjustments for pupils with SEND. The Government has no current plans to update the guidance.

Schools should seek to understand the underlying causes of behaviour and assess whether additional support is needed. Disciplinary action and support are not mutually exclusive - they can and should occur simultaneously when necessary. Alternative arrangements for sanctions may be considered on a case-by-case basis, based on the pupil’s personal circumstances and what is most effective.

The Government’s ambition is for all children and young people with SEND to receive the right support to succeed in education and transition successfully into adult life. The Department for Education is working closely with experts on SEND reforms. Further details of the Government’s approach to SEND reform will be outlined in the upcoming Schools White Paper. This will be informed by the work of the Neurodivergence Task and Finish Group which has been tasked with making recommendations on how best to meet the needs of neurodivergent children and young people in mainstream education settings.

Department for Education

This is a revised response. The Petitions Committee requested a response which more directly addressed the request of the petition. You can find the original response towards the bottom of the petition page (https://petition.parliament.uk/petitions/734327)