Number of autistic children in state schools rises by over 20% in three years, new data shows

England’s state schools are educating significantly more autistic children than they were just three years ago, according to new analysis of Government data, highlighting both progress and growing pressure on the education system.

Figures analysed by children’s mental health charity Let’s Talk Well show that since 2022, the number of pupils with Autistic Spectrum Disorder (ASD) in state-funded schools has increased by more than a fifth.

The findings come as the Government confirms a £200 million investment in SEND teacher training, designed to give every teacher skills to better support children with additional needs, including speech, language and neurodivergent profiles.

The data underpins the launch of Let’s Talk Well’s Children and Young People’s Mental Health Conference, taking place on 27 March in Gloucestershire, bringing together professionals, families and young people with lived experience.

A sharp rise in autistic pupils across primary and secondary schools

According to the analysis, there are now 23% more autistic pupils in state-funded primary schools than there were three years ago. That equates to an additional 103,067 children from Reception to Year 6 identified as having autism.

In secondary schools, the increase is even steeper. Numbers have risen by 31.5%, meaning 95,703 more autistic pupils in state-funded secondary education compared with 2022.

Support needs remain high. Around half of autistic primary school children (51,392 pupils) currently have an Education, Health and Care (EHC) plan. In secondary schools, 35% of autistic pupils, or 33,540 children, have an EHC plan in place.

For many parents, these figures reflect long waiting lists for assessment, increased awareness of autism, and a growing need for specialist support within mainstream classrooms.

Attendance shows improvement for younger children

There is some encouraging news when it comes to school attendance. Government data shows that absence rates among autistic children in primary school, and in most secondary year groups, are falling.

The biggest improvement is seen among the youngest pupils. For children in Year 1 and below, absence rates dropped by nearly 1%, from 6.70% in 2022/23 to 5.75% in 2024/25.

Secondary schools present a more mixed picture. While absence has reduced slightly in most year groups, rates remain higher overall. For pupils in Year 12 and above, absence has increased by 0.75% over the same period, underlining how challenging school can become for neurodivergent teens.

“School was hard, fitting in felt impossible”

Logan, now 17 and from Gloucestershire, was diagnosed with ADHD at 14. He shared his experience of struggling at school and the impact on his mental health.

“Before my mum sought help life felt overwhelming. School was hard, fitting in felt impossible, and I didn’t see a future for myself. I was struggling with my mental health and I’d been suicidal. Things felt really dark,” he said.

“Professional support from the Neurodiversity Hub genuinely saved my life. I still struggle with my mental health but now I have purpose, support, and hope,” he said.

Logan is a founding member of the Gloucestershire Neurodivergent Youth Council and will lead a panel of young people at the Let’s Talk Well conference, sharing what helps, what does not, and what professionals need to understand.

Why training and understanding matter

Judith Bell, Chief Clinical Officer at Let’s Talk Well, said the figures highlight the urgency of better support in schools.

“Our analysis of the most recent Department of Education data demonstrates that the rate at which the number of children in the state-funded education system diagnosed with autism continues to grow at pace,” she said.

“We believe this demonstrates the need for a conference dedicated to upskilling professionals working with children and young people to enable improved support for the next generation.”

Author and lecturer Dr Pooky Knightsmith, emphasised that data only tells part of the story.

“Behind every one of the statistics identified by Let’s Talk Well is a young person trying to navigate a world that wasn't designed for how their brain works.”

“These young people don’t need more labels. They need adults around them who understand, who can create safety, and who know what actually helps. That's what this conference is about.”

What this means for families

For parents of neurodivergent children, the rising numbers underline the importance of early understanding, consistent support and well-trained school staff. While improved attendance in younger years offers hope, the challenges faced by teenagers show that support cannot stop at primary school.

Let’s Talk Well’s conference will bring together over 250 attendees to explore practical ways to support neurodivergent children and young people, focusing on anxiety, emotionally based school avoidance, self-harm, eating difficulties and identity.

As more children receive diagnoses and enter mainstream education, the message from experts and families alike is clear. Understanding, training and compassion are not optional extras, they are essential.