Special Educational Needs: Boys

Through our proposed reforms of the special educational needs (SEN) system we will ensure children and young people get the support they need earlier, regardless of their background.

Independent research has suggested that amongst factors likely to explain the differences in proportions of boys and girls with SEN or education, health and care plans is the difference between boys and girls showing externalising or internalising behaviours, with externalising behaviours more likely to prompt identification, assessment and referrals for SEN support. A related point is that girls with conditions such as autism or ADHD are more likely to “mask” their difficulties, making it less likely these are identified.

We will build on best practice and have commissioned further research to develop and support settings with evidence-based approaches for identifying needs early. In an inclusive education system, settings should be confident in accurately identifying SEN and meeting these with evidence-based interventions for boys and girls. The department has appointed an independent expert panel to develop the National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs.