Does the timing of special educational needs identification have an impact on educational outcomes?

Abstract

Objectives
Previous research has established an association between diagnosis of a neurodevelopmental condition and poorer academic outcomes. Many education policies advocate for early diagnosis and special education needs (SEN) support, however little is known about the association between timing of SEN identification and educational outcomes.

Methods
To address this gap, we linked Welsh administrative education data to primary and secondary health care records to identify the age at which a child (i) receives a neurodevelopmental diagnosis and (ii) receives SEN support. Using data from over 90,000 children across 5 cohorts, we conducted logistic and linear regressions to examine the association between SEN identification and children’s attainment, exclusions, and attendance at age 16. In the most recent cohort, we show that timing of SEN identification significantly associated with attainment, exclusions, and attendance.

Results
Children identified for SEN in their first year of school were eight times less likely (than those without SEN) to meet national attainment expectations at age 16, whereas those identified at age 16 were three times less likely, X²= 41.7, p<.001). The opposite pattern held true for exclusions and attendance: those identified in their first year were two times more likely to be excluded, compared to five times more likely for those identified in their final year X²= 7.3, p=.007). Those identified in first year were 1.6 times more likely to be persistently absent (missing >10% of sessions), while those identified in their final year were 2.5 times more likely X²= 8.9, p=.003). We show how these associations vary by type of need and timing of health diagnosis.

Conclusion
Early identified SEN pupils are less likely to achieve national attainment expectations. Late identification is more strongly associated with absence and exclusion issues. Variation by SEN classification and timing of diagnosis are important considerations for the new Additional learning Needs framework in Wales, and wider health and education policy and practice.