Leighton, a 12-year-old from Slough, has experienced some extreme barriers to education because of his autism. This was to have been Year 7 of secondary school, starting in September 2023. Instead, he has spent the past two-plus years outside of school. Now in Year 8, Leighton’s story exemplifies the challenges that countless autistic children encounter when trying to obtain a proper educational placement.
Leighton went to Littledown Primary, a specialist school set up to develop the skills and help mitigate his special educational needs. Once it was time to move to secondary education, things got a bit tricky. His education health and care plan (EHCP) expired in the first pandemic lockdown, meaning he was no longer eligible for additional support. The development of his disability was radically escalated by the prolonged closures of schools throughout the coronavirus lockdowns. As a result, he lost access to key educational experiences and essential socialization.
Leighton loves sensory play with puppets and drawing, things that help ground him but bring him magic. His extended time away from school has left him feeling “very confused about why everyone is going to school and he’s not,” according to his mother, Louise. This misunderstanding is only made worse by his discomfort in situations with others, which creates a deeper and more dangerous isolation.
Louise wrote letters to numerous officials about Leighton’s emotional state. “He holds my hand when we go out, squeezes my hand and asks to go home. During the holiday I wanted to take him to Windsor, but he didn’t want to get out of the house,” she shared. These sentiments are indicative of the emotional toll his isolation is taking on his mental wellbeing and self-assurance.
As for the next steps, Slough Borough Council have recognized the long fight that Leighton and his family have had to endure. A spokesperson stated, “We remain committed to finding a suitable educational placement for Leighton and to working closely with his family to meet his needs.” The council emphasized its proactive approach in attempting to secure a suitable secondary school for Leighton, stating, “While the council regrets that Leighton has not been in full-time education since Year 7, we have throughout the process taken a number of proactive steps to find a suitable placement for him.”
While Leighton’s story is extreme, it demonstrates the immediate need for better support systems. Such systems are key to supporting autistic children in their move from primary to secondary education. With increasing awareness of autism, it is crucial that local authorities prioritize inclusive educational opportunities that cater to the unique needs of these students.
