Waiting for an ADHD or autism assessment can feel overwhelming. Many families tell us they’re unsure what support their child is entitled to while they wait, and unfortunately there’s a lot of misinformation circulating.
NHS waiting times remain extremely long in many areas, and recent uncertainty around the Right to Choose pathway has understandably left many parents worried that everything is “on hold” until a diagnosis arrives.
The good news is that this isn’t how the SEND system is supposed to work.
Support should always be based on your child’s individual needs – not simply on whether they have a diagnosis.
Below, we’ve tackled some of the most common myths we hear from families.
Myth 1: “My child can’t get support in school until they have a diagnosis.”
The truth: A formal diagnosis is not required before support can begin.
Schools have a legal duty to identify pupils who may have Special Educational Needs (SEN) and provide appropriate support through the Graduated Approach, often referred to as:
- Assess
- Plan
- Do
- Review
If a child is experiencing difficulties with learning, communication, attention, sensory processing, emotional wellbeing or social interaction, schools should begin putting support in place without waiting months (or even years) for an autism or ADHD assessment. Waiting for a diagnosis should never mean waiting for support.
Myth 2: “We have to wait for a diagnosis before requesting an EHCP.”
The truth: A diagnosis is not required to request an Education, Health and Care Needs Assessment.
The legal test is whether a child:
- has or may have Special Educational Needs; and
- may require provision through an Education, Health and Care Plan (EHCP).
This means concerns about a child’s needs can be enough to request an assessment where appropriate. A diagnosis can provide helpful evidence, but it is not a legal requirement.
Myth 3: “If my child gets an autism or ADHD diagnosis, they’ll automatically receive an EHCP.”
The truthL An EHCP is not awarded because of a diagnosis.
Instead, EHCPs are based on:
- the child’s individual needs
- the level of support required
- whether those needs can reasonably be met through the school’s existing resources.
Some children with autism or ADHD never require an EHCP because their needs can be successfully met through SEN Support. Equally, some children without a confirmed diagnosis do have an EHCP because their needs require more specialist provision. It is needs that determine eligibility.
Myth 4: “A diagnosis automatically means extra funding.”
The truth: Funding is linked to the support a child requires, not simply to the presence of a diagnosis.
Schools receive funding in different ways to help meet pupils’ additional needs, and decisions about extra funding are based on evidence of those needs and the provision required. Having a diagnosis alone does not automatically unlock additional funding.
Myth 5: “No diagnosis means my child has no rights.”
The truth: Every child has rights under SEND legislation, whether or not they have a diagnosis.
Children may still be entitled to:
- SEN Support in school
- reasonable adjustments under equality legislation (where applicable)
- referrals for specialist support
- consideration for an EHCP assessment
Myth 6: “The school says we have to wait for CAMHS or paediatrics before support can start.”
The truth: Schools should not delay support while waiting for external professionals.
Although advice from CAMHS, paediatricians or educational psychologists can be valuable, schools are expected to identify needs themselves and respond appropriately using the Graduated Approach: Assess, report and review.
Support should develop as understanding of a child’s needs develops, not wait until every assessment has been completed.
What about the Right to Choose pathway?
Many families are understandably anxious following recent changes and uncertainty surrounding the Right to Choose pathway for ADHD and autism assessments.
While access to assessment routes may vary across different areas, it’s important to remember that your child’s entitlement to educational support should not depend on where they are on a waiting list or which assessment pathway they are using.
Schools should continue to assess need and provide support based on the difficulties a child is experiencing.
Remember: Needs come first
One of the biggest misconceptions we hear is that everything begins with a diagnosis. In reality, the SEND system is intended to work the other way around. Professionals should identify a child’s needs, put appropriate support in place, review what is working, and only then consider whether further specialist assessment or provision is needed.
A diagnosis can often provide answers, reassurance and a better understanding of a child’s experiences, but it should never be the gatekeeper to support.
Need more support?
If you’re unsure about your child’s rights, have questions about SEN Support or EHCPs, or you’re finding the assessment process overwhelming, Medway Parent Carer Forum is here to help.
Our Parent Support Team can offer information, guidance and signposting to help you understand the process and advocate for your child. Become a member by signing up here: Become a Member – Medway Parents and Carers Forum