Please note this page is currently under development and may take a short time before it is completed.
Introduction
This page initially focuses on Autism and ADHD in line with current strategic activity. Work is in progress to update this page with content for a broader range of neurodivergent conditions in the future.
What is neurodiversity?The definition below comes from the Council’s ‘Try understanding neurodiversity‘ page. |
| Neurodiversity is a term we are starting to hear more and more often, but what does it mean? The word itself comes from ‘neuro,’ meaning the brain, and ‘diversity,’ meaning different, so it refers to the fact that our brains all behave differently. Neurodiversity is a positive term that promotes awareness, recognition and respect for the ways that our brain functions can vary from person to person. Neurodiversity can and does exist without learning disability. When we talk about neurodiversity this can cover a wide range of specific differences and neurodivergent conditions, such as dyslexia, developmental co-ordination disorder (dyspraxia), attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). The concept of neurodiversity recognises that, for those with differences, things like retaining information, learning new things and maintaining focus can be more difficult. By embracing neurodiversity, we can reduce the stigma and make it easier for people to access support and get help to build their confidence, self-esteem and resilience and ultimately, to help people to achieve their personal goals in life, learning and work. The video on the right gives an overview of neurodiversity and is presented by one of the East Riding’s Public Health Leads. |
Sources of information for assessment and diagnosis
Assessment and diagnosis for Autism and ADHD is available via the following:
- NHS provider services
- NHS Right to Choose pathway with private providers
- Private service providers
Diagnosis figures are only available from the local NHS provider services and do not include data from the Right to Choose pathway or private providers. Efforts are underway to gather Right to Choose numbers via GP referrals, while private assessments remain unaccounted for.
Autistic Spectrum Disorders (ASD): Children and young people in East Riding schoolsThe charts below present the prevalence of Autistic Spectrum Disorders (ASD) within East Riding schools in 2025, as a proportion of all special educational needs and disabilities (SEND) primary needs. These charts are taken from SEND JSNA documents compiled by the East Riding’s Children’s Performance Team, further information is available on the SEND in East Riding schools page. |
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SEN Support Historically, moderate learning difficulty has always been the most prevalent need for SEN Support pupils in East Riding schools; however over the last few years this proportion has been gradually decreasing with more and more pupils at SEN support having speech, language and communication needs (SLCN) identified as their primary need. In 2025, SLCN is now the most prevalent need for SEN support pupils. ASD as a primary need in the East Riding, at 4.7%, is half the prevalence of the England (9.7%) and Y&H region (8.9%) averages. This lower prevalence of ASD in the East Riding is something that will be examined by the relevant teams and reported back on here in due course. |
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Educational and Health Care Plans (EHCPs) Speech, Language and Communication needs (SLCN) is the most prevalent need for children and young people with EHCPs in East Riding schools (22.8% in 2024, compared to 19.5% nationally) with proportions largely unchanged over the last few years. This is in contrast to the national picture in which the most common type of need among pupils with an EHC plan is Autistic Spectrum Disorder (ASD), which was 33% nationally, compared to 21.1% in the East Riding. Again this lower East Riding prevalence of ASD will be looked into, |
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Autistic Spectrum Disorders (ASD): East Riding of Yorkshire Health and Care PartnershipEast Riding of Yorkshire Health and Care Partnership commission an assessment, diagnosis and post diagnosis support service for children and young people in East Riding of Yorkshire with Autism – the service operates in line with NICE Guidelines. All referrals are sent via Special Educational Needs Coordinators (SENCOs) within schools, with GPs referring only for young people who are not in education. The service provides assessment, diagnosis and post diagnostic support and is delivered in partnership with Kids Charity and Matthews Hub Charity to ensure that children and young people and their families receive a range of support pre and post diagnosis. The service model has been enhanced with additional recurrent funding from 2019/20 and comprises of a multidisciplinary team (MDT) of specialist staff. There is a service specification in place with clear care pathways. Figure 3 shows that the assessment and diagnosis service East Riding waiting list exceeding 52 weeks has consistently increased week by week between 4th December 2024 and 30th April 2025, with numbers increasing from 66 to 628 over this period. The full East Riding Assessment and Diagnosis Service waiting list is displayed in Figure 4, showing an actual waiting list count increase of 37%, from 2,243 in May 2024 to 3,071 in April 2025. This number is predicted to increase to 3,689 by July 2025. |
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Autistic Spectrum Disorders (ASD): Projecting forward numbers of young people and adults (aged 18 years and over)The POPPI and PANSI websites have estimated the number of East Riding residents, predicted to have autistic spectrum disorders (ASD), in the table below. They have achieved this by taking a prevalence estimate obtained by research and applied it to the East Riding population. The prevalence figures they have used is 1.8% for males and 0.2% for females. Source: https://www.pansi.org.uk/ and https://www.poppi.org.uk/ |
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Attention Deficit Hyperactivity Disorder (ADHD): East Riding of Yorkshire Health & Care PartnershipEast Riding of Yorkshire Health & Care Partnership commissions a CYP ADHD service from Humber Teaching NHS FT which is part of the wider Neurodiversity offer. The service offers assessment, diagnosis and post diagnostic support. The service works in partnership with local charitable organisations in offering pre and post diagnostic support to CYP and their families. The service received additional funding to increase the number of specialist staff working within the team and an additional Locum Consultant Psychiatrist has been appointed, working across Hull and East Riding to support further reduction of the waiting list. The East Riding waiting list over 52 weeks for ADHD assessments (Figure 5) had been reasonably consistent in number between 4th December 2024 and 19th February, however, from this point onward the numbers have increased each week to a total of 297 as of 30th April 2025. The full East Riding waiting list is visible in Figure 6, with numbers increasing by 26% between June 2024 and April 2025 (from 1,115 to 1,404). This number is predicted to rise to 1,891 by July 2025. |
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Matthew’s HubMatthew’s Hub is a charity and neurodiversity support service for autistic people and those with ADHD aged 13 and over who live in Hull or the East Riding of Yorkshire. It supports individuals with or without a formal diagnosis, including those currently on waiting lists. One of the documents produced by Matthew’s Hub (accessible here: Neurodiversity prevalence, identification and person-centred support) provides a wealth of intelligence about neurodiversity, including this infographic. |
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Autism Voice discussion points PMThe Autism Voice Notes for Strategy document brings together key insights from Autism Voice sessions and the Autism Partnership Board to inform development of a new Autism Strategy for the East Riding. It captures recurring themes across diagnosis, mental health, education, peer support, accessibility, policing, and governance, based on the lived experiences of autistic individuals, families, and professionals.
Autistic people consistently report issues with deficit‑based diagnostic language, long waits, lack of adult diagnostic services, and poor transitions from youth to adult systems. The group emphasises a need for reliable pre‑diagnosis information and meaningful post‑diagnosis support, including flexible peer‑group models.
Mental health services often fail to recognise autistic needs, leading to retraumatisation through restraint, disbelief, or misinterpretation. Discussions highlight system failures, the need for training (especially for GPs/counsellors), and autism‑specific suicide prevention. Autistic women, people with PDA/ARFID, and families require stronger tailored support.
Peer support is one of the strongest, most repeated needs. Autistic‑led groups offer validation, shared understanding, and practical problem‑solving. Participants want structured, funded, co‑produced peer‑support options across the region—not just in central hubs.
Schools require better autism and neurodiversity training, and young people need tailored, practical learning opportunities. Limited attendance from Children’s Services has restricted progress in this area.
Autistic people frequently encounter barriers across transport, public spaces, employment, and everyday services. Reasonable adjustments are inconsistent, delays cause significant life disruption, and stigma remains widespread. Participants call for autism‑friendly community design, flexible sensory environments, better workplace communication, and public myth‑busting.
While some positive relationships exist with Humberside Police, autistic people report trauma associated with restrictive practices and justice processes. There is strong appetite for collaborative training, shared dialogue, and continuity‑of‑care planning for neurodiverse people leaving custody.
The Board needs stronger autistic representation, clearer accountability (“What happens as a result?”), and more accessible meeting outputs. Co‑production is central: autistic voices must be acted on, not just heard. Capacity issues mean workload and processes require redesign to ensure continuity and resilience.
A proposed structure includes:
Overall Message Autistic people want a compassionate, accessible, co‑produced system that recognises diversity, reduces harm, and builds supportive communities. Peer support, respectful language, timely services, trauma‑informed mental health care, and practical inclusion across everyday life are central pillars shaping the new strategy. |
Cohorts
- Children and young people (0-25 years)
- Transition to adulthood
- Young people and adults
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Interactive map of SEND focussed community assets The HEY Smile Foundation have produced an interactive map available to view from this link. This map shows the SEND provision that the HEY Smile Foundation is currently aware of across the East Riding. It is designed as a practical resource for families, professionals, and community partners who support children and young people with SEND. SMILE are committed to keeping this map as accurate and up to date as possible. If you notice anything missing, if information is incorrect, or if you would like your organisation to be included, please get in touch, they are more than happy to update it. Please contact [email protected]. |
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