Incidence of developmental disorders and special educational needs and disabilities in children in the UK

This study explores how often children are diagnosed with developmental disorders or require extra help at school (special educational needs [SEN]), and whether this varies by gestational age or ethnic background.

Health and education records for over 13 000 children in Bradford, UK were explored, followed until aged 12 to 16 years. Children born before 39 weeks of pregnancy had a higher risk of developmental disorders and having SEN compared to those born at full term (at 39–41 weeks). This pattern was also demonstrated amongst children of Pakistani heritage, which is important, since birth before full term is more common amongst women from minoritized ethnic groups, both nationally and locally.

Around 1 in 9 children had a developmental disorder recorded in their health records, and more than 1 in 4 had SEN at some point. Most children with a developmental disorder also had SEN, but many with SEN did not have a developmental disorder.

Rates of specific developmental disorders varied by ethnicity. For example, autism and attention-deficit/hyperactivity disorder were more commonly identified among White British children, while learning disabilities and hearing impairments were more frequent among Pakistani heritage children. This may reflect biological differences, or variations in access to services, cultural attitudes, or patterns of identification.

The findings suggest that irrespective of ethnicity, birth before full term, including early term birth (37–38 weeks), is associated with increased risk of developmental disorder. Awareness of these risks may help healthcare and education professionals identify and support children more effectively. Early support may be particularly important in ethnically diverse or socioeconomically disadvantaged areas.