Showing posts with label ALN. Show all posts
Showing posts with label ALN. Show all posts

When “Engagement” Becomes Emotional Dependency: Why ALN Children Are Disproportionately Exposed

 

When “Engagement” Becomes Emotional Dependency: Why ALN Children Are Disproportionately Exposed



In January, we wrote about Online Safety, Vulnerability and the Reality for ALN and Chronically Unwell Teens and why mainstream online safety advice often fails to reflect the lived experience of neurodivergent young people.

That article focused on access.

This follow-up focuses on design.

As the legal action against Meta progresses in the United States, a broader question is resurfacing internationally:

At what point does “optimising for engagement” become engineering emotional dependency?

And what does that mean for children whose nervous systems and social experiences already differ from the norm?

Optimising for Engagement Is Not New

Every medium that has competed for human attention has pushed towards the edge of what audiences will tolerate.

Victorian newspapers ran lurid crime stories because outrage sold copies.
Soap operas were named after their corporate sponsors to keep audiences watching and buying.
Las Vegas was not designed by accident.

What is different now is speed, scale and precision.

Modern platforms do not simply publish content and hope it lands.

They test thousands of variations of notifications to find the one that triggers the strongest emotional response.
They measure how long anger keeps users scrolling compared to joy.
They refine recommendation systems to maximise retention.

That is not accidental. It is iterative design.

When systems learn from billions of behavioural signals, the question shifts from “is this popular?” to “is this safe?”

Why This Matters More for ALN Children

For many neurodivergent and chronically unwell young people, online spaces are not optional entertainment.

They are:

• Social connection
• Independence
• Communication support
• Learning access
• Identity exploration
• Community belonging

When mainstream discussions focus on “screen time”, they often imagine a typical child using technology recreationally.

That is not the full picture for many ALN families.

Some children rely on digital spaces because school has not felt safe.
Some rely on assistive technology or AI tools for communication.
Some experience heightened anxiety, impulsivity or emotional intensity as part of their neurodevelopmental profile.

Design features that increase emotional pull may interact differently with those realities.

A notification designed to create urgency.
An algorithm tuned to prioritise emotionally charged content.
An AI chatbot engineered for conversational persistence.

For a young person already navigating dysregulation or social exclusion, these systems may not simply increase engagement.

They may increase attachment.

From Engagement to Emotional Dependency

Public debate is likely to focus on addiction, intent and responsibility.

Was harm foreseeable?
Was design neutral?
Did platforms simply respond to user behaviour?

For ALN children, the distinction between responding and reinforcing is not abstract.

If a system learns that emotional vulnerability increases usage, and continues to optimise for that pattern, it is no longer passively observing behaviour.

It is shaping it.

This becomes particularly relevant when we consider:

• Children with ADHD profiles and dopamine sensitivity
• Autistic young people who may interpret AI interactions literally
• Young people with anxiety who seek reassurance loops
• Children excluded from mainstream peer networks

When emotional intensity keeps a user engaged longer, and emotional intensity is already part of that child’s baseline experience, the feedback loop can tighten quickly.

The Numbness Question

There is another long-term concern.

As engagement systems reward shock, outrage and hyper-stimulation, society’s threshold for emotional response shifts.

What appalled us five years ago becomes background noise today.

We scroll past devastation not because we are cruel, but because we are exhausted.

For children growing up inside these systems, what does that do to:

• Empathy development
• Risk perception
• Trust in information
• Emotional regulation

Especially in a digital environment where AI-generated content is increasingly difficult to distinguish from human speech.

When trust erodes, everything risks being dismissed as misinformation.

When everything feels unreliable, vulnerability increases.

The Accountability Gap

Current online safety frameworks were not designed with neurodivergent lived experience at the centre.

As we outlined in our previous article on online vulnerability, most guidance assumes:

• Standard supervision
• Standard communication patterns
• Standard peer experiences
• Standard emotional baselines

That is not reality for many ALN families.

If optimisation techniques are allowed to evolve without explicit safeguards for children who are already disproportionately exposed, we risk widening existing inequalities.

The question is no longer simply whether platforms can engineer attention.

It is whether they should be allowed to engineer emotional psychology for profit without clearly defined limits.

And if not, who decides where those limits sit?

Drawing Red Lines

The emerging AI safety conversation is beginning to articulate non-negotiables.

One of the most important is this:

AI systems should never be designed to create emotional dependency in children.

For families navigating ALN pathways, this is not a theoretical concern.

It is a daily reality.

As policy debates unfold in the UK and internationally, we must ensure that neurodivergent children are not an afterthought in frameworks designed for the average user.

Because they are not average users.

They are disproportionately exposed.

And they deserve safeguards designed with that reality in mind.

Building Safer Digital Spaces for ALN Families

At Learn Without Limits CIC, we are not only observing these debates.

Over the past few months, we have been developing plans for an independent community platform built specifically for ALN families. A space not driven by engagement optimisation, algorithmic amplification, or emotional intensity.

A space designed around:

• Slower conversation
• Moderated peer support
• Structured knowledge sharing
• Clear safeguarding boundaries
• Transparency in design choices

We are currently fundraising to build this infrastructure properly, because safer digital space does not happen by accident.

It requires intent.

If we are serious about protecting neurodivergent children online, the answer cannot only be tighter regulation of existing systems.

It must also include investment in alternatives designed differently from the start.

If you would like to read our earlier piece on Online Safety, Vulnerability and the Reality for ALN and Chronically Unwell Teens, you can find it here:
https://learnwithoutlimitscic.blogspot.com/2026/01/online-safety-vulnerability-and.html

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Location: Wales, UK

Attendance Guidance for Families in Wales

 



When your child is too unwell to attend school and what the system should do instead

For many families, attendance stops being a routine school matter and becomes a source of constant anxiety.

Parents are warned about attendance percentages, penalty notices, and court action. What is often missing from these conversations is a basic but crucial point:

Attendance law does not override a child’s health.

Welsh Government guidance is clear that where health affects attendance, the response should be supportive, flexible and planned. It should not be punitive.

This article explains what parents are expected to do, what they are not required to do, and how families can push back safely when pressure is being applied inappropriately.

Do parents need a doctor’s note every time a child is off sick?

No.

There is no requirement in Wales for parents to obtain a GP or medical note for every illness related absence.

Welsh Government attendance definitions confirm that illness is an authorised absence where a satisfactory explanation has been provided by the parent. GP practices are not expected to provide letters for routine sickness, and parents are not required to seek medical appointments purely to justify absence.

Medical evidence can take many forms and GP notes are not the default expectation.

Key point: Schools should not require medical evidence as a condition of authorising absence where illness is genuine and explained. If a school intends to mark illness as unauthorised, it should tell parents this and explain why.

Suggested parent wording:

“Please record today’s absence as illness. I am providing a satisfactory explanation. If you intend to mark this as unauthorised, please confirm in writing and explain what evidence you require.”

What about fluctuating conditions and sporadic attendance?

Many children live with health conditions that do not follow a predictable pattern. This includes:

  • chronic fatigue and pain conditions

  • mental health difficulties

  • neurodevelopmental burnout

  • post-viral illness, including Long Covid

Welsh Government guidance on supporting learners with healthcare needs exists specifically because some learners cannot reliably access education in the usual way. It recognises that health conditions may fluctuate, worsen after activity, and affect attendance inconsistently.

This means:

  • a child coping one week does not prove capacity the next

  • uneven attendance does not equal avoidance

  • pressure to push through can worsen outcomes

Attendance affected by healthcare needs should trigger planning and flexibility, not assumptions of non-compliance.

Suggested parent wording:

“Our child has healthcare needs that affect capacity. We are asking for a planned approach to access and support, not assumptions based on short periods of improvement.”

Is there a percentage absence rate that triggers enforcement?

There is no legal attendance percentage at which fines or court action automatically apply.

In practice, attendance below 90 percent is often labelled persistent absence. This is a monitoring category, not an enforcement threshold. It is used to identify learners who may need additional support, not to mandate punishment.

Attendance figures must always be interpreted in context, particularly where illness or disability is involved.

What is the role of the school nurse and why are they important?

School nurses in Wales are Specialist Community Public Health Nurses working under the Healthy Child Wales Programme. Their role is not limited to vaccinations.

They support physical and emotional health, identify barriers to education, work with families and schools, and contribute to planning where health affects learning.

They are one of the few professionals whose remit explicitly bridges health and education.

School nurse involvement can be particularly valuable when:

  • attendance is affected by health

  • conditions fluctuate or are misunderstood

  • schools focus solely on attendance figures

  • families are being pressured without health being properly considered

Parents do not need school permission to request school nurse involvement.

Suggested parent wording:

“I am requesting input from the school nursing service, as Welsh Government describes school nursing as assessing and monitoring health needs and working with families to promote wellbeing.”

The school nurse is also very useful where a child requires ongoing healthcare support. They can help draw up an Individual Health Care Plan (IHCP/IHP) to support chronic healthcare needs while a child is attending school. This can include continence support, medication, or other day-to-day health requirements.

You can find out more about what an Individual Health Care Plan is, and how it differs from the much better known Individual Development Plan (IDP), here:
https://learnwithoutlimitscic.blogspot.com/2026/01/idp-vs-ihp-in-wales.html

What if an Education Welfare Officer becomes involved?

Education Welfare Officers are not intended to be enforcement-only roles.

Where health is the reason for absence, it is reasonable to expect a support-first approach. Parents are entitled to request that healthcare needs are considered before escalation.

Parents can also request communication in writing and ask for meetings to include health professionals.

Suggested parent wording:

“Our child’s absences relate to healthcare needs. Before any enforcement action is considered, please confirm what support and planning steps have been taken to ensure access to education.”

Penalty notices and enforcement as a last resort

Penalty notices exist, but Welsh Government guidance frames them as one option among several interventions. Decision-makers are expected to have regard to the guidance and follow it unless there is good reason to depart.

This reinforces an important principle: enforcement should not be the first response, particularly where health needs are clearly in play.

Being encouraged to deregister because of attendance

Some families report being advised that deregistration would “solve” attendance problems where a child is too unwell to attend school.

It is important to be clear:

Deregistration is a parental choice.
It should not be presented as a response to health related absence.

Welsh Government guidance is built around access, planning and working together. Families are entitled to expect consideration of:

  • authorised absence

  • healthcare informed planning

  • reasonable adjustments

  • alternative provision where attendance is not currently suitable

Suggested parent wording:

“We are not seeking deregistration. We are asking how education can be accessed appropriately while healthcare needs are managed, in line with Welsh Government guidance.”

When does EOTAS become relevant?

Education Otherwise Than At School (EOTAS) may be appropriate where:

  • a child cannot reasonably attend school due to health

  • attendance pressure worsens their condition

  • school-based adjustments have not resolved access

EOTAS is a lawful education route, not a failure by parents.

If you need more information about EOTAS and whether it might be applicable to your situtation, then part 1 of our 5-part EOTAS series can be found here:- https://learnwithoutlimitscic.blogspot.com/2025/12/eotas-in-wales-part-1.html

What Welsh Government guidance consistently supports

Across attendance guidance, healthcare needs frameworks and school nursing policy, the message is consistent:

  • illness can be an authorised absence

  • attendance must be interpreted in context

  • support should precede enforcement

  • health and education must work together

Parents are not expected to compromise a child’s health to meet attendance targets.

If you are reading this as a parent

If you are exhausted, frightened or feeling pressured, please hear this clearly:

Protecting your child’s health is responsible parenting. It is not neglect.

Coming next

Later this month we will publish a two-part series on Long Covid and education in Wales, building directly on the issues raised here.

Sources and references (Welsh Government unless stated)

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Why the UK Government’s Review of Mental Health Diagnoses Misses the Point

 

Why the Government’s Review of Mental Health Diagnoses Misses the Point

ALN SEND Support and Employment Reform Are the Real Answers**

Learn Without Limits CIC — December 2025

This week, the Health Secretary Wes Streeting announced a review into rising mental health diagnoses in the UK, linking it to the growing benefits bill.
It has sparked fear among disabled and neurodivergent people including thousands of families here in Wales that the Government may be preparing to question whether people are truly unwell.

But the Government is looking in the wrong direction.

If ministers want to understand why so many disabled and neurodivergent adults end up claiming benefits, they must start with the real upstream causes:

ALN SEND support failures in childhood
and
a broken employment support system that absorbs millions and delivers very little

Tomorrow, we will be meeting with Torsten Bell MP for Swansea West and a Junior Treasury Minister to outline a set of reforms that would genuinely reduce long-term benefit dependency. Not by blaming individuals but by fixing the systems that have failed them.

This is what we will be asking for.

1. ALN SEND failures in childhood create adult dependency and Wales is the clearest example

In Wales, the ALN Act promised early identification and joined up support.
Families were told the system would be simpler, fairer, faster.

The reality

• children waiting years for ALN SEND and neurodevelopmental assessments
• mainstream schools unable to meet specialist needs
• panels repeatedly refusing specialist placements
• CAMHS turning away complex cases
• parents feeling forced into Elective Home Education because support was not available
• many ALN SEND learners missing months or even years of education
• children internalising the message that they are the problem

By adulthood, these young people face

• gaps in basic qualifications
• chronic anxiety from years of unmet need
• no supported internships or vocational pathways
• unresolved trauma linked to exclusion isolation and school based distress
• very little understanding from employment agencies or employers

None of this is the fault of the young person or their family.

It is the result of structural failures across education health and local authority processes.

When ALN SEND needs go unidentified or unsupported in childhood the result is predictable.
You get a generation of adults who were set up to struggle long before they reached the labour market.

2. Employment support in Wales is uniquely failing disabled and neurodivergent people

Wales has one of the lowest disabled employment rates in the UK.
But the narrative that disabled people do not want to work is simply false.

The real story is this

• fewer suitable vacancies especially in rural and deprived areas
• employers with very limited understanding of autism ADHD trauma or PDA
• workplace adjustments applied inconsistently or not at all
• FE colleges delaying ALN SEND support until well after enrolment
• DWP contractors routinely misunderstanding ALN SEND profiles especially for women and PDA learners

Meanwhile employment programmes offer little more than

• generic CV workshops
• endless cycles of reviews and goal setting
• no specialist support for job carving workplace adjustments or employer advocacy

Disabled people are not resisting work.
They are being failed by the agencies that are paid to support them.

**3. The biggest inefficiency in the benefits system is not disabled people

It is the employment contractors being paid for failure**

Employment support agencies are paid primarily for

• signing people up
• keeping them attending
• completing administrative milestones

They are not paid for

• getting disabled people into work
• ensuring adjustments are actually implemented
• helping people stay employed
• matching ND profiles to meaningful jobs
• supporting transitions beyond the first few weeks

The incentives are the wrong way round.

Providers earn more money by keeping people active on their books for long periods rather than helping them into work.

So people are repeatedly recycled through programmes even when nothing changes.

People are strung along not supported

Reviewing mental health diagnoses does nothing to solve this.
Reforming the employment support market would.

4. What Learn Without Limits CIC will be asking the Treasury to do

We believe there are five reforms that the Treasury can lead which would reduce long term benefit dependency while improving outcomes for disabled and neurodivergent people.

**ACTION 1

Reform the way employment support providers are paid so they are rewarded for outcomes not paperwork**

At least half of provider payments should depend on

• securing paid work
• keeping someone in work for 13 and 26 weeks
• reducing support need
• improving wellbeing outcomes

This removes the current incentive for providers to keep people “engaged” without helping them progress.

**ACTION 2

Launch a Treasury led review of ALN SEND educational and employment pathways in Wales**

This review should examine

• the economic cost of delayed ALN SEND identification
• the long term impact of school absence exclusions and EOTAS patterns
• outcomes for ALN SEND learners entering adulthood
• performance data for DWP contractors working with neurodivergent learners
• the cost savings achieved when early support is provided instead of late crisis intervention

This places the Treasury in the lead on evidence driven reform.

**ACTION 3

Pilot a Supported ALN SEND Employment Guarantee in Wales**

Wales is ideal for a national pilot because

• population size is manageable
• ALN SEND needs are clearly recorded
• employment inactivity is high
• measurable change would appear quickly

The Guarantee would provide

• supported internships
• specialist neurodiversity job coaches
• incentives for employers who provide sustained placements
• enforcement of workplace adjustment duties
• supported transitions from FE to employment

**ACTION 4

Require ALN SEND expertise in every DWP contract operating in Wales**

Funding agreements should require

• mandatory ALN SEND competency training
• specialist ND advisers in each Welsh region
• clear performance reporting by disability type
• audited compliance with adjustment requirements

Public money should not go to providers who cannot support disabled people properly.

**ACTION 5

Champion a Treasury wide message that early support saves money**

If the Government wants to reduce adult benefit dependency it must invest earlier in

• ALN SEND identification
• specialist placements
• therapeutic support
• stable transitions from school to FE to employment

Every pound spent early saves several pounds later in adulthood.

**Conclusion

Stop blaming individuals
Fix the systems that failed them**

Rising mental health claims do not indicate widespread over diagnosis.
They reflect the cost of a generation whose needs went unsupported for years during childhood and adolescence.

Instead of questioning whether people are truly unwell the Government should be asking

• why ALN SEND children wait years for assessments
• why their education breaks down
• why Wales has such low disabled employment rates
• why contractors are not held accountable for poor outcomes

The problem is never the individual.
The problem is the structure of the systems around them.

We will be asking the Treasury to take the lead in fixing those systems.

If Ministers want fewer disabled people stuck on benefits the solution is simple

Support ALN SEND children properly
Rebuild employment support
Reward genuine outcomes not box ticking
Change the incentives and you change the entire story

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From “Forever Volunteer” to Paid Work: A Toolkit for Young Disabled People in Wales

 

From “Forever Volunteer” to Paid Work: A Toolkit for Young Disabled People in Wales

How to make volunteering work for you, & not just for others


Understanding the “Forever Volunteer” Phenomenon

Many disabled or neurodivergent young people (aged 16 to 30) in Wales find themselves stuck in long-term, unpaid volunteering roles. What often begins as a hopeful stepping stone - to gain experience, confidence, or skills, can quietly become a cycle of exploitation. That puts folks that start out motivated, enthusiastic and hopeful at risk of alienation and adverse mental health impacts. This is an ongoing but often unseen issue for disabled adults, we are hoping to resolve. 

Take the case of Tom Boyd, a 28-year-old autistic man who volunteered at his local supermarket for four years, clocking up over 600 hours. When his family asked if he could be offered a few paid shifts in recognition of his commitment, he was told not to come back at all. Source: The Guardian – “Man asked for paid work after volunteering 600 hours – was told to leave”

Tom’s story is not rare. Many organisations, including large disability charities, welcome disabled young people as “inspirational” volunteers, but then quietly exclude them from paid opportunities. As campaigner Shani Dhanda puts it:

“Inclusion without fair pay is not inclusion. It’s exploitation with better PR.”
Source: Metro Interview, 2021

Why does this happen?

  • Funding pressures: Many charities rely heavily on volunteer labour due to underfunding.

  • Low expectations: Some organisations assume disabled volunteers aren’t seeking pay or progression.

  • Legal gaps: Volunteers aren’t protected by employment law in the same way paid staff are.

  • Systemic failure: Programmes like Access to Work or ReAct+ exist but are poorly promoted or accessed.

Unless volunteering is structured around your goals & aspirations, it can become a permanent, unpaid holding pattern.

The Benefits of Volunteering: When Done Right

Volunteering can be incredibly positive when it supports your development, confidence, or social connection. In fact, the Welsh Government recognises volunteering as a key element of community wellbeing and personal growth:

“Volunteering can be a stepping stone out of poverty or social exclusion and back into employment.”
Source: Third Sector Scheme, Welsh Government

It can help you:

  • Practice soft skills (teamwork, communication, timekeeping)

  • Build a CV with real experiences

  • Grow confidence after time away from school or work

  • Meet people who may become references or employers

  • Try different fields before choosing a job or course

According to Volunteering Matters,

“96% of young people aged 16–25 in Wales said they felt more confident or prepared for employment or education after volunteering.”
Source: Volunteering Matters Youth Social Action Evaluation, 2022

A UK-wide study by TimeBank also found:

  • 73% of employers would hire someone with volunteer experience over someone without

  • 94% of volunteers gained confidence, skills or a job outcome
    Source: TimeBank UK Employer Survey

Programmes That Do It Right

Volunteering can be more than a warm body doing tasks. Some organisations offer qualifications, job taster sessions or references to move you forward:

These are examples of how volunteering can provide more than just “busy work” — they build towards something.

The Volunteer-to-Work Toolkit

Volunteering should serve you — not just the organisation. Here’s how to take control and design your own pathway.

1. Choose Opportunities That Fit Your Goals

Most Welsh counties have a Council for Voluntary Service (CVS) — a local hub that helps match volunteers to projects:

🔎 Tip: Not all CVS websites are easy to navigate, and one-to-one support varies. If you’re stuck, ask a support worker or email them directly.

If you’re interested in history, volunteering at a local museum might make sense. Love making things? Try a Repair Café or upcycling project. Artistic? Knit-and-natter groups or mural teams are always grateful for support.

2. Making First Contact — Even If You Never Have Before

Who can help you reach out:

  • ALN support staff or youth workers

  • Local People First group

  • Your PA, sibling, or parent

  • Careers Wales adviser

  • Jobcentre Disability Employment Adviser

📧 Email Template (low-pressure and adaptable):

Subject: Volunteering Enquiry

Dear [Organisation Name],

I’m a young disabled person looking to get involved in something meaningful. I’m especially interested in [brief interest, e.g. history, animals, public events].

I’ve never volunteered before but I’m eager to learn and contribute. Could you let me know if any opportunities are available?

Many thanks,
[Your First Name]

⚠️ Not every organisation replies — don’t take it personally. Try again or ask someone to follow up with you.

3. Setting Boundaries + Tracking Progress

To avoid getting stuck in a loop, build SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound). These help you track whether you’re getting what you need.

Examples:

  • “Volunteer once a week for 3 months, then ask for a reference.”

  • “Learn to work the till and handle customers independently.”

  • “Gain a certificate or record of tasks for my CV.”

Services using public money (e.g. JobCentre programmes or college transition schemes) should also have SMART targets to justify their support. You can use the same language you knew from school to ask for meaningful progress reviews.

Examples of SMART provider asks:

  • “By week 6, introduce me to one paid employer or shadowing opportunity.”

  • “Confirm in writing if this placement offers a route into paid work.”

  • “Provide travel support or Access to Work referral by X date.”

Write down these agreements so you can refer back to them if plans go off-track.

4. Scripts to Take Back Control

Feeling stuck? Try these phrases:

“I’ve been doing the same tasks for months, please could we talk about a next step or different responsibility?”

“I’d like to understand how this role could help me move toward paid work. Could we plan that together?”

“Would you be willing to write me a reference, or help me reflect on what I’ve learned so far?”

Real-Life Examples from Wales

Sara, 22 (Rhondda): “I started volunteering at the animal shelter after leaving college. I wasn’t ready for a job, I just needed to feel useful again. A year later, I’m looking at part-time paid work because I actually feel I can now.”

Efan, 19 (Powys): “I’m autistic and love electronics. Repair Cafés are perfect. I get to help people without pressure. It reminded me I’m not broken — I’m skilled.”

Nia, 25 (Swansea): “I live with chronic fatigue. I volunteer online for a helpline. It’s flexible. It means I can still contribute, even when my body says no.”

Volunteering Isn’t Just About Goals — And That’s OK

All of this advice is about helping you get unstuck,  but it’s equally okay if you don’t want to turn every opportunity into a job.

  • Some people volunteer for stability

  • Others value social time or structure

  • You might be in recovery and just want to re-engage gently

Those are all valid reasons to keep volunteering. Just make sure the experience supports you,  emotionally, practically, and on your terms.

Final Thoughts

Volunteering can empower, inspire, and connect, or it can exploit and delay progress.

This guide helps you spot the difference, set boundaries, and turn your contribution into your next step.

Your time, energy, and skills have value. Make sure the organisations you give them to recognise that — and if they don’t, keep going until you find one that does.

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Common Terminology & the Law in Wales (2025 Edition)

 

Common Terminology & the Law in Wales (2025 Edition)



Learn Without Limits CIC

This guide explains some of the most frequently used terms and legal concepts that ALN families in Wales may encounter. It has been updated to reflect the latest Welsh Government legislation, especially the Additional Learning Needs and Education Tribunal (Wales) Act 2018 and the ALN Code for Wales 2021.

ALN – Additional Learning Needs

This is now the legal term in Wales (replacing SEN). Any child or young person with a significantly greater difficulty in learning than their peers or a disability that prevents or hinders access to education may have ALN. The ALN system has fully replaced the SEN framework in most settings under the phased rollout between 2021–2025.

ALNCO: The new title for what was once SENCO — the Additional Learning Needs Coordinator in schools and colleges.

The ALN Code for Wales 2021

The ALN Code sets out how Local Authorities, schools, colleges and health boards must support children and young people with ALN. It includes:

  • The right to a person-centred Individual Development Plan (IDP) for eligible learners aged 0–25

  • Clear duties for schools and local authorities to identify and meet ALN

  • A strong focus on inclusion, wellbeing and early intervention

Welsh Government ALN Code 2021 (PDF)

EHE – Elective Home Education

This is when a parent chooses to take full responsibility for a child’s education. EHE is legal in Wales and does not require approval to deregister from a mainstream school.

However, if your child attends a special school, you must have permission from the Local Authority (LA) to deregister and begin EHE. If you are unsure whether your child’s current setting is classified as mainstream or special, we recommend checking directly with Estyn.

There is no funding or automatic support for EHE. Parents do not need to follow the national curriculum, but they must provide a suitable education.

We keep a list of local support groups and EHE networks in our Facebook group to help families make connections.

EOTAS – Education Otherwise Than At School

This is provision arranged by a local authority for a child or young person who cannot attend school. It includes:

EOTAS must meet a child’s identified ALN where applicable and is subject to monitoring and review. It is a legal entitlement, not a favour.

“Forced” Home Educators

An increasing number of families are choosing EHE not out of preference, but because of unmet needs, bullying, anxiety, trauma, or unlawful exclusion. These are not truly elective cases — families often feel pushed out of the system.

These learners may be eligible for EOTAS or support under the ALN Act but are often left without formal provision. Learn Without Limits supports families to explore their rights and reclaim their options.

Flexi-Schooling

This is where a child attends school part-time and is home educated the rest of the week. It is entirely at the discretion of the Headteacher. The child remains on the school roll. There is no legal right to flexi-school in Wales, but it can be agreed as part of an IDP.

Medical Needs and Education

The Welsh Government guidance Access to Education and Support for Children and Young People with Medical Needs sets out the responsibilities of local authorities to provide education when a child is unable to attend due to physical or mental health.

This includes:

  • Education at home

  • Outreach support

  • Hospital teaching

Access to Education Guidance (PDF)

Legal Framework

ALNET Act 2018: Establishes the ALN system, IDPs and rights of appeal to the Education Tribunal for Wales.

Social Services and Well-being (Wales) Act 2014: Introduced person-centred approaches and changed the statutory definition from “welfare” to “well-being”. This applies to disabled children and their families across education, health and social care.

Equality Act 2010: Requires reasonable adjustments for disabled learners in education.

Estyn: The Welsh education and training inspectorate, responsible for inspecting schools, PRUs and LA provision.

Common Acronyms

Acronym Meaning
ADHD Attention Deficit Hyperactivity Disorder
ALN Additional Learning Needs
ALNCO Additional Learning Needs Coordinator
ASD Autistic Spectrum Disorder
AOT Advisory Outreach Teacher
AT Assistive Technology
CAMHS Child and Adolescent Mental Health Services
CP Child Protection
DCD Developmental Coordination Disorder
EBSA Emotionally Based School Avoidance
EHCP Education, Health and Care Plan (used in England)
EHE Elective Home Education
EP Educational Psychologist
EOTAS Education Otherwise Than At School
Estyn Welsh education inspectorate
HI Hearing Impairment
IDP Individual Development Plan
LA Local Authority
LD Learning Difficulties
MLD Moderate Learning Difficulties
SLD Severe Learning Difficulties
PMLD Profound and Multiple Learning Difficulties
MND Motor Neurone Disease
MS Multiple Sclerosis
MSI Multi-sensory Impairment
MH Mental Health
NAS National Autistic Society
NVQ National Vocational Qualification
OT Occupational Therapy or Therapist
PRU Pupil Referral Unit
RG Regional Gateway (for post-16 EOTAS coordination)
SEBD Social, Emotional and Behavioural Difficulties
SEN Special Educational Needs (now replaced by ALN in Wales)
SEWB Social and Emotional Well-being
SLT Speech and Language Therapy / Therapist
SpLD Specific Learning Difficulties (e.g. dyslexia, dyspraxia)
STF Specialist Teaching Facility
TA Teaching Assistant
VI Visual Impairment

Stay Connected

💬 Join our Facebook group
facebook.com/groups/learnwithoutlimitscic

📱 Use the Learn Without Limits Parent App
Guidance, request letter templates and tools to track your child's needs are available in our free mobile app.

🌐 Website
learnwithoutlimitscic.org

This guide will be reviewed and updated regularly as new policies and legislation emerge.

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