Dr Knox highlights the critical role of inclusive practice and early intervention in ensuring that autistic and anxious young people have the best opportunities for further education.IMPORTANCE OF FURTHER EDUCATION (FE)Further education serves as a pivotal opportunity for young individuals, offering autonomy and diverse learning models. For those who have faced challenges in traditional schooling, with the right support, FE can be a game-changer, providing a chance for personal growth, identity expression and increased independence in adulthood.FE represents a fantastic opportunity for autistic young people; joining an FE establishment is often the first time they experience real choice and autonomy in their education. This shift towards adult learning models can open up more opportunities, supporting independence in adulthood. The social opportunities in FE are invaluable, and young people often reach a stage in their development where they can express their identity and meet other young people they can relate to.CHALLENGES IN ACCESSING FURTHER EDUCATIONUnfortunately, school non-attendance at an earlier stage can pose significant barriers to further education. Young individuals who miss out on early education are less likely to acquire the necessary qualifications, hindering their access to desired courses.The implications of this are vast – a child or young person out of education at an early stage is more likely to face challenges catching up academically. For instance, they may have to revisit English and maths courses to qualify for their chosen field, despite possessing other skills and the ability to access these courses. This can be discouraging and reduce their enthusiasm for further education.Even before reaching this point, individuals who have experienced this may have lost trust in the education system altogether. What’s more, due to lower levels of engagement in activity outside of the home, they may have missed opportunities to develop skills that would support them to do this with confidence, for example, navigating public transport or planning their day.IMPACT ON WIDER LIFE AND EXPERIENCESIn addition to educational setbacks, school non-attendance can contribute to poorer socio-economic outcomes and may contribute to long-term mental health issues. The missed experiences of social interaction and personal growth during school years can have lasting consequences.Children and young people who cannot attend school may miss out on critical experiences that can shape their socio-economic trajectory. In some cases, the absence of these formative experiences can result in long-term mental health challenges and hinder their ability to navigate societal expectations.CHALLENGES FOR NEURODIVERGENT INDIVIDUALSConcerningly, higher numbers of neurodivergent children and young people are communicating that the traditional school environment is emotionally triggering, leading to prolonged periods of distress and ‘burnout’. The post-pandemic era has witnessed a surge in non-attendance due to anxiety, particularly among autistic individuals. Many parents and children say that the structure and demands of school are too inflexible to accommodate the unique needs of this group and express that there is inadequate outreach support once young people get to a point where they are unable to attend school.In my opinion, the resulting non-attendance is a symptom of the system’s inability to provide inclusive education and flexible support.IMPROVING EDUCATIONAL ENVIRONMENTSTo create inclusive educational environments, schools, SEN (special educational needs) providers organisations, mental health services and local authorities must commit to cultural practices that consider the needs of neurodivergent populations and be prepared to work in different ways. Inclusive practices should permeate values, policies, staff training, infrastructure and curriculum design.Best practice involves listening to voices from these communities and collabor...

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