Across England, there is growing recognition that many girls with special educational needs and disabilities (SEND) have historically been under-identified. National data and emerging research now suggest that the picture is changing: more girls are being referred, assessed and diagnosed for neurodevelopmental differences, and schools and families are increasingly seeking provision that understands how girls can present differently.
The National Picture
Demand for SEND support has risen markedly in recent years. Department for Education statistics show sustained growth in both pupils receiving SEN Support and those with Education, Health and Care (EHC) plans, continuing an upward trend seen since 2016.
Alongside this growth, attention has increasingly turned to gender differences in identification. Boys remain more likely than girls to be recorded as having SEND, but this long-standing gap has prompted concern that girls’ needs have often been missed or identified later. Research indicates that girls may mask difficulties more effectively, internalise anxiety, and present in less disruptive ways, all of which can delay recognition in school settings. As a result, their needs may be overlooked in busy classrooms, particularly where identification relies on behaviours more commonly associated with boys.
As an example, there has been a significant increase in the diagnosis of ADHD amongst girls. NHS guidance recognises that ADHD has historically been under-recognised in girls. NHS Digital analysis shows that recorded ADHD diagnoses have risen substantially among females since 2016/17, reflecting improved awareness and changing referral practices.
Implications for Schools
For many girls, later identification can coincide with increasing academic pressure, social challenges, and anxiety, particularly during periods of transition, for example between prep and senior school. Long waiting times for assessment add further complexity for families seeking clarity and appropriate support.
Why Bruern is moving to co-education
Bruern Abbey’s decision to become co-educational is rooted in this national context. From September 2026, Bruern will welcome girls into the Prep School, followed by the Senior School from September 2027.
Bruern has a long-standing specialism in supporting neurodiverse pupils through small classes, highly personalised teaching, and a strong emphasis on confidence and independence. As national understanding of SEND in girls continues to develop, extending this approach to girls is both timely and necessary.
Looking Ahead
Improved recognition of SEND in girls is a positive step, enabling earlier support, better-matched teaching strategies, and improved wellbeing. Bruern Abbey’s move to co-education reflects a commitment to ensuring that neurodiverse girls can access an education that is ambitious, nurturing, and tailored to how they learn best.
An effective learning environment for neurodivergent children is one that adapts to them, not the other way around. At Bruern, this means:
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Small class sizes and a high staff-to-pupil ratio, allowing deep understanding of each learner’s profile and first rate pastoral care, rooted in trust and empathy
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Twice the number of lessons for English and Mathematics
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A strengths-based curriculum that celebrates neurodivergent thinking. For some, this is 9 academic GCSEs; for others its vocational courses and professional qualifications; for some it’s a combination
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Dedicated support for dyslexia, ADHD, autism, dyspraxia, slow processing, working memory issues, and more, including embracing the benefits of technology and AI to give pupils the tools they need for success in life, not just in school
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Access to regulation spaces, flexible routines, and sensory-aware environments, especially in boarding
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Curriculum content and PSHE frameworks that are inclusive of neurodivergent experiences
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Ongoing staff development to ensure that our team understands the gendered nuances of neurodivergence
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Benefitting from a mutually supportive and collaborative parental body
Start Your Child’s Bruern Journey
We recognise the dedication of many schools in supporting pupils with additional needs. However, there will always be some children for whom a more specialist mainstream environment is the right fit. If you are a parent of a child—or a professional working with a pupil in your school community—who is finding it difficult to access learning due to dyslexia, dyspraxia, ADHD, ASC, slow processing, working memory challenges or related barriers, we would be very pleased to start a conversation. Whether you’re exploring options for your own child or supporting a family in your school community, we are here to help.
Our admissions process is designed to be personal, supportive, and straightforward. Whether you’re a parent exploring the best fit for your child, or a school helping a family navigate next steps, we encourage you to reach out early. We’re happy to answer questions, arrange a visit, or talk through whether Bruern might be the right environment. You can view our Bruern Specialisms here.
As we prepare to welcome girls from 2026, we look forward to opening our doors to even more families who could benefit from all that Bruern has to offer.