Neurodivergent Women and Girls 2026-09-09
2026-09-09
TAGS
Response quality
Questions & Answers
Q1
Partial Answer
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Context
Neurodivergent individuals, particularly wo [2D [K women and girls, face challenges in accessing appropriate support and recog [5D [K recognition of their needs in various settings, including schools.
What steps she is taking to help improve outcomes [8D [K outcomes for neurodivergent women and girls.
Autistic people and people with ADHD have been stru [4D [K struggling to get the right support at the right time. Recommendations from [4D [K from Professor Karen Guldberg's neurodivergence task and finish group direc [5D [K directly informed the SEND reforms that were published earlier this year. W [1D [K We want schools and others to support young people to understand neurodiver [10D [K neurodivergent behaviours clearly, including how they differ between boys a [1D [K and girls, so that needs can be identified early and properly met.
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Assessment & feedback
The specific steps for improving outcomes for neu [3D [K neurodivergent women and girls are not clearly detailed.
Response accuracy
Q2
Partial Answer
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Context
Concerns that dyslexia in women and girls is id [2D [K identified later than in boys, leading to barriers in education, health, em [2D [K employment, and the criminal justice system.
People in Broxtowe, and across the country more widel [5D [K widely, are concerned that dyslexia in women and girls is identified later [K than in boys. Too often, there is a lack of understanding of how dyslexia p [1D [K presents in girls, meaning that they are three times more likely to miss ou [2D [K out on diagnosis. What action is the Minister taking across Government to c [1D [K close the gap of diagnosis and improve the outcomes for dyslexic women and [K girls in education, health, employment and the criminal justice system?
Better outcomes require early identification and suppor [6D [K support for girls and young women with special educational needs, including [9D [K including dyslexia. That is the aim of the SEND reforms and the development [11D [K development of national inclusion standards. We will be supporting educatio [8D [K education providers to identify and respond to needs earlier and more consi [5D [K consistently, drawing on a broad range of evidence and expertise, so that g [1D [K girls and young women can receive the support they need in good time to ach [3D [K achieve and to thrive.
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Assessment & feedback
The specific ask for actions across government in edu [3D [K education, health, employment, and the criminal justice system was not addr [4D [K addressed with concrete commitments.
Response accuracy