Reform the ASD/ADHD pathway with joint GP and school responsibility and mandatory neurodiversity training.

Families seeking autism or ADHD assessment in Wales can face unclear pathways, inconsistent communication and uncertainty about where responsibility lies between education, primary care and specialist services. This can result in lengthy waits, repeated referrals, distress and children not receiving appropriate support while they wait for assessment.

Education professionals, including Additional Learning Needs Coordinators (ALNCos), have an important role in recognising neurodevelopmental differences and identifying barriers to learning. However, there is no consistent requirement for specialist neurodevelopmental training that enables professionals to recognise the wide range of autistic and ADHD presentations.

Training should specifically include masking, camouflaging, internalised distress and presentations that are more commonly overlooked in girls. Children who appear academically able, socially successful, compliant or well behaved may still be experiencing significant difficulties. Without appropriate training, these presentations can be missed or misunderstood, particularly when distress is not obvious within the school environment.

ALNCos and relevant education professionals should have access to consistent, evidence-informed training in recognising neurodevelopmental traits, understanding masking and identifying when further assessment or specialist advice may be required. Training should focus on recognising need rather than requiring education professionals to diagnose.

There should also be clearer communication and defined responsibilities between schools, GPs and specialist neurodevelopmental services. Families should not have to become experts in the system or repeatedly challenge services to obtain appropriate guidance and support.

We are calling for a clearer, coordinated ASD/ADHD pathway in Wales, with defined responsibilities across primary care, education and specialist services; mandatory, evidence-informed neurodiversity training for relevant professionals, including training on masking and under-recognised presentations; improved communication between services; and greater accountability for timely identification, assessment and support.