Aaron Bell highlighted the difficulties parents face in obtaining support for their children with special educational needs, describing the application and appeal processes as designed to be difficult and time-consuming. He cited examples of lost evidence and repeated form submissions. Additionally, he discussed issues with residential placements and the lack of suitable therapeutic support, mentioning an 11-month wait for priority CAMHS services in Staffordshire. Bell discussed staffing shortages and training needs in special education services, advocating for a comprehensive workforce plan. He emphasised that funding is not the only issue; proper training and staffing are crucial.

There is an increasing mental health crisis among children and young people in Darlington, with demand for support outstripping supply.

The pandemic has exacerbated existing inequalities in mental health provision, leaving many vulnerable children without adequate support.

Eshalomi highlighted the mental health impacts of pandemic restrictions on young people, noting that schools play a crucial role in developing resilience. She mentioned 1.5 million children needing new or additional support post-pandemic due to stretched provision. Eshalomi emphasised the need for better funding and support for SEND provision, especially for black and minority ethnic communities.

She expressed concern about the failure of the current system to support disabled children and their families, highlighting issues such as social isolation during the pandemic, lack of access to necessary therapies and health services, high thresholds for support, and systemic challenges leading to mental health issues among parents. She also praised the efforts made by professionals in providing online learning and home visits but stressed that these were insufficient without a systematic approach.

James Daly shared his personal experience of raising an autistic child and the lack of adequate support services, emphasizing that while SENCOs are helpful, they often do not have the necessary expertise. He called for local accountability and bespoke support services tailored to each individual child's needs beyond just increasing funding. Described his son's experience, which reflects common challenges in accessing timely support for children with autism and ADHD. Shared personal experiences with children having special educational needs and highlighted the emotional toll it takes on families.

Local NHS CCGs spent £12 billion in 2020-21 on mental health support, with a further £2 billion from NHS England. However, CCGs spent 14 times more on adult mental health than children's services. In East Berkshire, funding for children's mental health stands at £2.6 million, including £1.4 million for CAMHS and £200,000 for eating disorders. Since the pandemic, demand for mental health assessment in children has increased by 60%, with wait times for CAMHS consultations rising to 30 months. Discussed personal experience with children having special educational needs and emphasised the emotional impact on families.

Jim Shannon highlighted the challenges faced by children with special educational needs during lockdown, noting that many experienced significant distress. He cited statistics showing higher rates of anxiety, exam stress, bullying, and other mental health issues among children with SEN compared to those without. Shannon praised funding allocated for tailored catch-up programmes and mental health support but urged for long-term solutions.

Mrs McCarthy highlighted the challenges faced by parents of children with special educational needs and disabilities, including difficulties in obtaining accurate diagnoses and effective educational health care plans. She cited a 2019 Ofsted report which found that Bristol City Council was failing to meet its obligations towards these children. Mrs McCarthy emphasised the importance of early intervention for mental health issues given that half of all mental health problems are established by age 14, and she raised concerns about schools pushing out students with additional needs despite their legal responsibility.

The number of parents contacting the MP about their children's lack of support has grown exponentially. The system treating families with neurodiverse children is failing, as evidenced by months-long delays in CAMHS referrals and professionals' reluctance to refer due to a broken system. There are only 200 educational psychology training places funded currently, which is insufficient given the high needs block situation. Will the Minister comment on access to funding for third-sector organisations, which are often more expert at offering advice and support that families need?

Cameron thanked the hon. Member for Newbury and emphasised the importance of timely CAMHS diagnosis. She highlighted the disparity in funding between adult and children's services, advocating for more investment in children's welfare. The speech underscored issues like lack of educational psychologists—1 per 5,000 young people—and the need to address social media impacts through taxation for mental health support.

The MP highlights the increased mental health crisis faced by young people post-pandemic and due to social media pressure. Schools face a significant burden in supporting students' mental health, with extra support costs coming out of general budgets. The Department for Education and Health and Social Care must work together to provide clearer guidance and funding.

I highlighted personal experiences of ADHD, dyslexia and dyspraxia not recognised during schooling, leading to negative comments and long-term anxiety. Emphasised the importance of support for children with special educational needs, noting that 20,000 more negative comments are received by an average child with ADHD compared to peers. Also pointed out the positives of being neurodivergent but stressed the need for early intervention and proper recognition of conditions. Shared her personal experience related to the struggles faced by individuals with special educational needs and mental health issues. Highlighted both positive and negative aspects of current services. Addressed the social stigma faced by parents of children with autism or ADHD, noting that they often feel isolated and blamed for their child's difficulties.

Moore stressed the importance of early diagnosis for special educational needs and mental health issues. He highlighted long wait times for formal diagnoses and inaccessible private services, which are unaffordable for many families. Moore acknowledged local support groups but called for more Government emphasis on funding and supporting businesses to help individuals with SEND transition into work.

Noted the importance of training and availability of clinicians during transitions in supporting children with autism or ADHD to avoid mental health issues. Highlighted frustration over long waiting lists caused by lack of trained professionals despite better funding.

Stressed the importance of early diagnosis and intervention in special educational needs, highlighting numerous personal stories from constituents about the struggles they face in accessing necessary support. Emphasised the negative impact of long waiting lists for mental health services and criticised the current fragmented system where parents are left to navigate without adequate guidance or resources. On accountability, can the Minister shed any light on the issue of CAMHS in Hampshire telling parents not to ask how long, or will she take it away? It means that they cannot plan, for instance, decide to sell the car. Those are the choices that people are facing. They cannot plan for what is next. Contributed insights from his constituency regarding special educational needs and mental health services, focusing on the importance of early intervention.