SEND
Hiding in plain sight – underdiagnoses of girls
with SEN In her regular column for Education Today this month, EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, discusses the implications of the underdiagnoses of girls with SEN.
Data from the DfE’s School Census (June 2023)1 shows there are nearly 1.5million pupils in state schools diagnosed with special educational needs (SEN), 1 million boys and half that number of girls. Numbers are rising year on year, but why is there such a disparity between genders, what does this mean? Is it an equitable educational playing field? How many girls remain under the radar and what implications does this have for their futures?
A diagnosis is an important moment in the life of a child with SEN, it allows schools to open doors and access additional resources - assistive technology, specialised teaching or the services of professionals such as educational psychologists.
The disproportionate number of boys to girls diagnosed with SEN, has attracted considerable attention from researchers over the past few decades. The under-representation of girls in the SEN identification process is worrying. Girls are less likely to receive the support they need to progress academically, socially and emotionally, and unmet needs often lead to a deterioration in mental health and wellbeing. Early detection is vital to provide pupils with services necessary to support their development; delayed or missed diagnoses can exacerbate challenges and affect long-term outcomes.
Some differences in the numbers could be because certain disabilities are more common in boys, but it’s also likely there is unrecognised gender bias in the assessments and from those referring the children. Boys are more likely to be disruptive and command more attention, whereas girls – especially autistic girls, are better at hiding their difficulties and masking autism-related challenges – the ‘camouflage effect’.
Awareness of the differences between girls and boys who need SEN support is crucial 2. Subjective judgements influenced by biases could be reduced if schools adopted standardised criteria for SEN identification or referral. Clinicians too need a better understanding about why girls and women remain under the radar.
Parents and teachers need support to identify and understand how SEN can present differently in girls. For example, they may spot girls not picking up social cues, always being on the periphery of groups, or appearing a little behind their peers – all these cues can be carefully explored. A conversation about navigating social situations can be equally revealing, with confusion or reliance on a rule-based approach quickly becoming apparent.
Thinking beyond binary notions of gender is also important, data shows there’s more gender diversity within the autistic population. Exploring the presentation of non-binary and gender fluid people with autism is an emerging field that could shed further light on autistic presentations.
Notes 1
https://explore-education-statistics.service.gov.uk/find-statistics/ special-educational-needs-in-england
2
https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/ rev3.3437#rev33437-bib-0002
January 2024
The importance of celebrating every aspect of growth and success In her latest column for Education Today
this month, JAYNE FOSTER, CEO of Ethos Academy Trust, discusses the Trust’s Laura Griffiths Award and what it means for staff and pupils.
Every summer we see the media ‘round up’ of
academic achievements on GCSE/A level results days and every year I feel evermore determined to challenge these isolated marks of success and present equally valuable markers to the press.
As an educator, I believe that academia is important and every year I’m in awe of our year 11 GCSE results. We have high expectations for our pupils and our curriculum caters to a wide range of interests and abilities. However, like many of my peers, I am constantly overwhelmed with examples of success that exceed high grades.
Our Laura Griffiths Award and celebration ceremony at Ethos College, our KS4 provision in Kirklees, is a good example of how we showcase such successes. This bi-annual event, held every December and July, celebrates the whole pupil, recognising personal achievements such as overcoming barriers, SEMH development, personal growth, development of character and personal excellence. It was introduced to reaffirm positive behaviours and outcomes and to inspire our pupils to be the best versions of themselves every day.
Laura Griffiths was a beloved member of our team. She began her vocation – to support and champion young people with complex needs - when she volunteered at a playscheme for autistic children aged just 15. She eventually went on to co-ordinate similar playschemes across the whole of Kirklees, before joining Ethos College. She was adored by everyone, staff, pupils, parents and carers - and a power force behind our approach, so when she sadly died four years ago it was fitting that we created this award in her memory. We are blessed that Laura’s family is very much part of the award ceremony – Laura’s sister delivers a short and uplifting speech which always provokes a few tears from staff and her mum presents the award to the winner.
This award (and Laura’s legacy) will always be part of our education provision, and we will keep inviting the media to celebrate this alongside our academic endeavours. We know many schools hold similar awards and I hope by sharing more widely we will inspire other schools to raise awareness of celebrating young people’s equally important wider achievements.
Our December 2023 Laura Griffiths winner has overcome significant personal barriers that prevented them from succeeding at their former school. Demonstrating immense strength of character, they have become a pleasant, polite and helpful member of our school community. They show warmth to new pupils that join throughout the year, and their kindness has been recognised by everyone at Ethos College. Kindness is a quality that we know that Laura would want to celebrate and congratulate. Laura was kindness personified.
The pupils at Ethos are on their ever-changing remarkable learning journeys. As a trust, we are challenging and changing perceptions and narratives of its young people in Yorkshire and across the UK by celebrating individual successes. Through a nurturing and bespoke programme, pupils as young as 5 up to the age of 16 have the right support in place to turn their lives around. They learn to trust and, in turn, know how it feels to be trusted. They are respected and learn how to respect, they find or rekindle a love of learning and know what it’s like to feel ‘safe’.
If anyone in the sector would like to be part of our journal, and is willing to share their success stories and best practice, please contact me on
jfoster@eat.uk.com
www.education-today.co.uk 25
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68
