Across Wales, more and more neurodivergent children find it difficult to conform to a standard academic setting. Michelle Stonehill gets right to the heart of this conflict. She has developed a unique education experience all the way from her living room in Loveston, Pembrokeshire! Having launched in April 2023, Stonehill’s private education community has fostered an inclusive and supportive atmosphere. We provide new opportunities for children who have difficulty flourishing in traditional classrooms.
The demand for these alternatives is palpable. Even as persistent absence has declined overall, rates of consistent absence from school remain well above pre-pandemic levels. In neighbouring Wales, the number of homeschooled children soared to 7,176 last year, the highest number ever recorded. This removal from life illustrates the powerful demand for tailored, individual educational settings. These environments need to serve the specialized needs of each child, particularly persons with autism and attention deficit hyperactivity disorder (ADHD).
To Michelle Stonehill, her education family is a “home away from home” — a place where her young people can be safe and happy. She charges £45 for each child per week. This cost-effective rate allows families the flexibility to better handle the unique challenges that traditional schooling can present. Stonehill further highlights the value of producing a calming environment conducive to education.
“They come in and kick off their shoes, they steal my biscuits. It’s like having another load of children, it’s meant to feel relaxed,” – Michelle Stonehill
Stonehill’s whole-child approach makes all the difference for families such as young Joe’s. It’s hard for him to focus sitting at a desk for hours on end, and this approach allows him to flourish. Joe, who is autistic himself, is currently awaiting an assessment for ADHD. His mother, Helen, opened up about some of the struggles he’s faced at school. She illustrated how these challenges have made it impossible for him to be able to go to school.
“He once tried to get out of a moving van because he didn’t want to go,” – Helen
Helen remembered hearing from Joe’s teacher that her son was “able, but without self-esteem.” She wanted us to hear the ways in which systemic factors within the education system have caused her son to feel isolated and without support.
Jo Wallace, another parent, faces the same issues with her two children, Holly and Rowan. Like many autistic people, they are both autistic, but they each communicate their needs differently. Holly, now 15, has been almost entirely homebound-education-wise since January of 2024. She sees school just for tests and required evaluations. In the meantime, 5-year-old Rowan is classed as a “school refuser,” and hasn’t stepped into the classroom since February.
The recent startling jump in persistent absenteeism among children has sent shockwaves through the world of education and child welfare experts. According to data from the Welsh Government, this rate is roughly 80% above pre-pandemic levels. Michael Charles, an education law specialist at the Welsh local government association solicitors Eversheds, says these new ALN schools are already overcrowded. He characterizes such schools as being “extremely overcrowded.”
“There’s been substantial underfunding – some will say systemic underfunding – and schools lack the resources to write the required plans,” – Michael Charles
The experiences of families like Helen’s and Jo’s exemplify the growing concerns over support for neurodivergent children in mainstream schools. Helen has been a strong advocate on behalf of youth, expressing her frustrations about the absence of services for kids who slip through the cracks.
“I’ve been told to go on courses, I’ve been blamed, I’ve engaged with every single service there is and they just kind of back away; there’s not really any help for the gap children,” – Helen
Stonehill’s effort seeks to address this gap with customized educational experiences that focus on emotional development along with academic success. She understands that many parents are put under serious duress to voluntarily withdraw their kids from school. They fear the specter of fines or even prosecution for failure to show up.
“There’s a whole group of young people in Wales who fall into a massive gap… there’s no flexibility, no safe alternative, no real trauma-informed provision,” – Michelle Stonehill
Holly’s experience is illustrative of a larger trend. The exodus of students who do not thrive in a typical academic environment. She explained her anxiety-induced dread, caused by her school, saying she was scared every single day.
“I just felt stressed and overwhelmed every day. My anxiety just built and built until it was like my mind just wouldn’t let me go,” – Holly
Additionally, Holly shared her frustration that there is no support for students who look like she once did.
“It doesn’t seem fair that people like me who can’t cope with mainstream get absolutely nothing to help us. It’s like we’re forgotten about,” – Holly
Yet the implications of these challenges go far beyond the personal experiences to impact families and communities as a whole. Lynne Neagle stated that the communication was not good enough and support structures need to be put into place for families with child neurodivergent children.
“The feedback is clear – families need better information, more joined-up support and decision-making must be more consistent in applying the law,” – Lynne Neagle
These days, educators and policymakers are more attuned than ever to the ways we can support neurodivergent students. Initiatives like Stonehill’s community provide an essential option for families seeking a more supportive and inclusive educational environment. Producing a safe and valued context for children to live, play, learn and grow is essential. Especially for our most marginalized youth who have not found success in traditional schooling environments, these personalized pathways can help them achieve their full potential.
