“Why does it feel like every other child has ADHD or autism these days?”
It’s a question many parents, teachers and even politicians have asked.
Some people believe we’re seeing an explosion in ADHD and autism.
But a new independent government report suggests something very different.
The report argues that the issue isn’t that dramatically more children have ADHD or autism—it’s that our education and healthcare systems have made a diagnosis the gateway to support.
That distinction matters.
Have ADHD and Autism Really Increased?
One of the report’s most important findings is that when researchers looked at the proportion of children who meet the criteria for ADHD or autism, the figures have remained relatively stable over time.
So why do diagnosis numbers appear to be rising?
Because more families are coming forward for assessments than ever before.
That doesn’t necessarily mean more children have ADHD or autism.
It means more children are finally being recognised.
Girls Have Been Missed for Years
One of the strongest messages in the report is that girls have historically been overlooked.
For decades, autism and ADHD were largely understood through research carried out on boys.
Many girls:
- Masked their difficulties.
- Copied other children socially.
- Were labelled as anxious.
- Were described as shy or sensitive.
- Worked incredibly hard to hide how much they were struggling.
As a result, thousands reached adolescence—or even adulthood—without anyone recognising they were autistic or had ADHD.
Many are only now receiving the diagnosis they should have had years ago.
This isn’t evidence of “over-diagnosis.”
It’s evidence that we’re becoming better at recognising girls whose needs were previously missed.
Why Are Waiting Lists So Long?
The report highlights an astonishing increase in ADHD assessment waiting lists.
In 2019, around 21,000 children were waiting for an ADHD assessment.
By the end of last year, that figure had risen to around 270,000.
Those numbers understandably raise questions.
But the report suggests the waiting lists themselves are not proof that ADHD is suddenly more common.
Instead, they reflect growing demand for assessments within a system where diagnosis has become the key to accessing support.
Parents Aren’t Chasing Labels
One of the most important messages in the report is this:
Parents are not simply seeking diagnoses for the sake of a label.
They’re seeking help.
For many families, a diagnosis can unlock:
- School support.
- Reasonable adjustments.
- EHCP assessments.
- Exam access arrangements.
- Referrals to specialist services.
- Better understanding from professionals.
If support is largely dependent on diagnosis, it’s entirely understandable why parents pursue one.
As the report suggests, families are responding rationally to the way the system currently works.
The Real Crisis Isn’t Diagnosis
Perhaps the most worrying part of the report isn’t about ADHD or autism at all.
It’s about children’s mental health.
The report highlights increasing levels of:
- Anxiety.
- Loneliness.
- Sleep difficulties.
- Problems concentrating.
- Reduced confidence.
These trends began before the pandemic, although COVID-19 appears to have made existing problems worse.
Meanwhile, many children spend months—or even years—waiting for an assessment while continuing to struggle at school.
Teachers Often Spot the Need First
Long before an assessment takes place, teachers frequently notice that something isn’t right.
A child may struggle to:
- Sit still.
- Concentrate.
- Regulate emotions.
- Cope with sensory overload.
- Manage friendships.
- Access learning.
Yet many schools feel limited in what support they can provide until a formal diagnosis is made.
By the time assessments finally happen, some children have already fallen significantly behind.
Support Should Follow Need—Not Diagnosis
Perhaps the most important conclusion from the report is that support should be based on a child’s needs, not solely on whether they have a diagnosis.
If a child is clearly struggling in school today, they shouldn’t have to wait years for a label before meaningful help begins.
Early intervention benefits everyone.
It reduces distress for children, eases pressure on families, and gives schools a better chance of supporting pupils before difficulties escalate.
What This Means for SEND Families
Many parents reading this will recognise exactly what the report describes.
You’ve probably never wanted a label.
You’ve wanted your child to receive the support they need.
For too many families, diagnosis has become the only door into that support.
The report suggests it’s time to rethink that approach.
Children shouldn’t have to become more anxious, fall further behind or wait years for help simply because they’re still in a diagnostic queue.
Every child deserves support when they need it—not just when the paperwork catches up.
Final Thoughts
The conversation shouldn’t be about whether “too many children have ADHD or autism.”
The real question is:
Why do so many families feel they need a diagnosis before anyone will listen?
If we can build a system that responds to children’s needs earlier—whether or not a diagnosis has been confirmed—we’ll spend less time debating labels and more time helping children thrive.
That’s a goal every parent, teacher and policymaker should be able to support.
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