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* Return to main navigation:* [[School_Issues]]<h1>Evidence from the School Environment for Neurodiverse Diagnosis</h1>

<h2>1. Introduction</h2>
<p>Diagnosis of autism, ADHD, dyslexia, dyspraxia and other neurodevelopmental differences usually requires evidence of traits in more than one environment (home, school, social clubs, sports, extended family, etc.). This ensures difficulties are due to the neurodevelopmental difference itself, not only the influence of one environment.</p>

<p>Schools are often seen as the most important environment, but they are not the only or best source of evidence. Parental and pupil reports are valid and must be considered — especially where <b>masking</b> is suspected.</p>

<h2>2. School evidence is not the only evidence</h2>
<p>Schools sometimes under-report or fail to recognise difficulties. However, evidence of what happens in school does not have to come directly from official school reports.</p>

<ul>
<li>Notes of conversations with teachers</li>
<li>Copies of reports that mention concerns</li>
<li>Subject access requests (SAR) to obtain school records</li>
<li>Diaries of school-related behaviours or difficulties</li>
</ul>

<p>NICE guidance (CG128 for autism and NG87 for ADHD) makes clear that assessments must take account of parental reports, not only school questionnaires.</p>

<h2>3. Under-reporting by schools</h2>
<p>It is common for schools to report “no concerns” even when difficulties are visible at home or elsewhere. This may be due to:</p>
<ul>
<li>Lack of staff awareness</li>
<li>Masking or camouflaging by the child in school</li>
<li>Focus only on disruptive behaviours, ignoring quieter struggles</li>
</ul>
<p>Parents should be prepared for this possibility and ensure their own evidence is collected.</p>

<h2>4. Masking</h2>
<p>Masking describes the strategies children use to hide or compensate for their differences in social and classroom settings.</p>
<ul>
<li>It may include copying peers, forcing eye contact, suppressing stimming, or avoiding asking for help.</li>
<li>While it can help the child “fit in,” masking is mentally exhausting.</li>
</ul>
<p>Research shows that masking can contribute to <b>mental health difficulties</b>, including anxiety, depression, and even increased risk of self-harm or suicide. It should not be treated as a protective or desirable behaviour, but as a sign of need.</p>

<h2>5. After-s