Despite greater visibility of autism, there are still many barriers faced by Autistic children and young people, and the families and carers who support them.

Research findings show that the current system for autism assessment and diagnosis is struggling to meet the needs of Autistic children. Too many continue to navigate fragmented systems, lengthy assessment delays, behaviour-focused responses and services that are too under-resourced to work with complexity, individuality and difference in meaningful ways. These systemic constraints place pressure not only on families, but also on practitioners who are committed to improving practice within systems that often limit their capacity to do so. 

At the same time, significant reform is underway across children’s policy and legislation. These changes are intended to improve early intervention, strengthen safeguarding, and reduce fragmentation, providing more consistent support for children and families. Periods of reform can also create uncertainty, however. For Autistic children and young people - who are already disproportionately affected by exclusion, unmet need and inappropriate intervention - there is a risk that changes not grounded in autism‑specific understanding may inadvertently deepen existing inequalities.

Legislative and policy reform affecting Autistic children and families

A number of legislative and policy changes are underway that will have implications for Autistic children and young people, and for their families and carers.

Children’s Wellbeing and Schools Act 2026

In April 2026, the Children’s Wellbeing and Schools Act 2026 passed into law. The Act proposes wide‑ranging reforms to children’s safeguarding and support across health, social care and education. Its remit includes strengthening support for care leavers and children with care experience, a commitment to keeping families together wherever possible, and an increased emphasis on whole‑family assessment and support. The Act promotes greater use of family group decision‑making and introduces measures such as Children Not in School registers.

It reflects a shift towards earlier intervention and more integrated working. However, for Autistic children and families - particularly those who experience school exclusion or home education due to unmet needs - how these measures are interpreted and implemented locally will be critical.

Families First Partnership Programme Guidance

The Families First Partnership Programme Guidance sets out how the principles and requirements of the Act should be implemented in practice at a local level. The intention is to improve outcomes by addressing families' needs early and in a joined-up way.

SEND reform and the Schools White Paper

The Schools White Paper provides a long-term vision for reform of the Special Educational Needs and Disabilities (SEND) system. Central to these proposals is a ‘radical expansion’ of legally enforceable rights for all children with special educational needs and disabilities through the creation of individual support plans. Education, health and care plans would, over time, be reserved for children with the ‘most complex needs’.

Key concerns raised by autism organisations and advocates

Autism charities responded with a cautious welcome. However, parents, carers and SEND advocates have also raised a number of key concerns, including:

The emotional impact of uncertainty on families and carers

For many families and carers supporting Autistic children – including those who are themselves Autistic - these uncertainties can be deeply anxiety provoking. A lack of clarity about how ‘most complex needs’ will be defined, where thresholds will sit, and how decisions will be reviewed can compound existing stress and mistrust of systems. 

Practitioners across social care, education and health should be alert to the emotional impact of this ambiguity on the families they are working with. Changes in policy and language do not occur in a vacuum; for families with long histories of exclusion or unmet need, they may trigger fear that support will be downgraded, delayed or lost altogether.

Autism Act 2009 and autism strategy

Alongside wider children’s reforms, autism‑specific legislation is also under scrutiny. In 2025, The House of Lords appointed a select committee to review the effectiveness of the Autism Act 2009, assess the impact of the existing autism strategy, and consider how both could be improved. The Committee’s inquiry took direct account of the views of Autistic people, Autistic parents and parents of Autistic people.

The inquiry findings were published in November 2025 and called on the government to expand mandatory training for public-facing staff, to invest in driving down autism assessment waiting times, and incentivise early, integrated support to prevent needs escalating. The inquiry’s central recommendation was that the government should work with Autistic people to develop a new autism strategy, to be launched in July 2026 when the current strategy expires.

The government’s response was met with strong criticism from autism charities who described it as ‘unacceptable’. Concerns were raised about the lack of clear commitment to developing a new autism strategy and the absence of proposed statutory change for Autistic people, including parents.

To understand rising autism diagnosis rates, the government commissioned an Independent Review into Mental Health Conditions, ADHD and Autism. Its interim report, published in March, shows the increase appears to be driven by multiple factors. The government is waiting for the final report and related work before developing a new Strategy.

For many Autistic families, this perceived lack of progress reinforces longstanding experiences of being unheard. Practitioners should be mindful that disappointment and frustration may directly shape how families engage with services.

Looking forward: implications for practice

Regardless of the direction or outcomes of ongoing reform, practitioners continue to work with Autistic children, young people and families in real time. Cultural humility when working with Autistic children and their families - including Autistic parents - will be essential to ensuring reform is felt positively by those who draw on care and support. Organisations can embed anti-neuroableist and anti-oppressive practice when working with Autistic parents around risk, need, care and support.

Having an informed understanding of autism is key to supporting people. A series of Research in Practice videos explore the importance of building a positive and constructive understanding of autism so that our work with Autistic children, young people and their families is collaborative, meets their individual needs and promotes their self-acceptance.

Focusing on autism within this context is therefore not about narrowing the lens, but about recognising where policy intentions meet lived experience. Autism frequently intersects with systems designed around normative behaviour and assumptions about family functioning, risk and parenting capacity. Explore Research in Practice resources that aim to enhance inclusive practice with Autistic parents.

During periods of significant change, relational practice, curiosity, and autism‑informed understanding are particularly important. For social care and other professionals, this means understanding policy in the context of people’s lived experience, and recognising that uncertainty itself can be a source of harm. By working together and listening to the voices of Autistic children, young people and families, we can build and provide more inclusive practices for all.