Children and Young People's Neurodevelopment Support Fund 2026-2027: supporting guidance

Policy and Legislative Context

Support aligned to this funding should be developed mindful of the underpinning legislative and policy context, including:

• Additional Support for Learning Act
• Getting it Right for Every Child
• UNCRC
• The Promise

Key across these provisions is accessible, needs-based approaches that build on existing evidence and listen to the voices of children and families.

Understanding of neurodevelopment and the associated policy is rapidly evolving. Seeking to ensure that children, young people and their families receive the right support at the right time, this issue is being considered nationally, locally and by individual professions. Work is focussed on a needs-based model of support, moving away from a historical model driven by diagnosis. This approach is set out in the National Neurodevelopmental Specification and aligns with the principles put forward in recent papers by Child Heads of Psychology in Scotland and the Royal College of Psychiatrists in Scotland.

Nationally, a Children and Young People’s Neurodevelopment Taskforce has been established to take forward the actions set out in the Neurodevelopmental Specification implementation review, including a review of the Specification and a high-level system descriptor. This work also continues to be of significant political interest. Design and delivery of support aligned to this funding should continue to take account of the work of the Taskforce and work at a national level.

Neurodiversity and Neurodevelopment

Neurodiversity refers to the differences in brain development, function and associated behaviours across the population, encompassing both neurotypical and neurodivergent people. Because brains develop in different ways and at different times, everyone thinks and experiences the world differently. Neurodiversity is the term used to describe these natural differences.

For some people, these natural differences in brain development are more noticeable and may lead to neurodevelopmental diagnoses such as autism or attention deficit hyperactivity disorder (ADHD). The term neurodivergent is used to describe people whose thinking and cognitive processes differ from what is considered neurotypical. Neurodivergence is a normal part of human diversity that has always existed, and can bring unique abilities and perspectives, alongside areas where additional understanding or support may be helpful.

Neurodevelopmental diagnostic terms describe people whose brain development happens in a particular way, which results in particular preferences and profiles in relation to areas such as attention, learning, motor development, communication and social interaction, sometimes requiring support. A wide range of neurodevelopmental diagnoses exist, including attention deficit hyperactivity disorder (ADHD), autism, developmental coordination disorder (dyspraxia), fetal alcohol spectrum disorder (FASD) and intellectual or learning disability. Experiences can vary widely both in form and impact, and individuals may be identified with co-occurring diagnoses. The physical and social and environment can be more or less well matched to individual profiles. This can determine how much the child has support needs. They can participate best when the environment and learning opportunities are well matched to their developmental stage and processing and thinking style.

Additionally, some children and young people may have neurodevelopmental support needs even if they do not meet diagnostic thresholds for a recognised diagnosed condition. These needs can still have a significant impact on their wellbeing, how they manage everyday tasks, and how fully they can take part in activities.