One in 16 NI schoolchildren diagnosed with autism

New data released by the Department of Health in Northern Ireland reveals that one in every sixteen school-age children has been diagnosed with autism. Parents such as Dorothy Murray believe this statistic highlights increased awareness surrounding autism but also emphasize ongoing challenges in obtaining the necessary support. Murray notes that despite the growing recognition of autism, difficulties in accessing specialist care and education remain a significant concern for families.

Ema Cubitt, Northern Ireland’s independent autism reviewer, stresses the need to interpret these figures with caution. She points out factors that complicate the statistics, such as lengthy waits for diagnostic assessments, delays in special educational needs (SEN) placements that might not align with the timing of school census counts, and issues some children face in maintaining consistent school attendance. The data also indicates that boys are diagnosed with autism at more than twice the rate of girls.

According to the Department of Health, the 2025/26 academic year saw 18,472 children aged up to 16 identified with autism. Autism is described as a lifelong developmental condition affecting communication, social interaction, and the way individuals perceive the world. Since it is a spectrum condition, the experience of autism varies widely among individuals. Over the past 15 years, the proportion of schoolchildren diagnosed with autism has increased by over 300%, although part of this rise is attributed to a reduction in the overall number of students. Additionally, changes in how data has been collected since 2019 mean direct year-to-year comparisons should be treated carefully.

Dorothy Murray shares her personal experience with her daughter Sienna, who was identified as autistic after the disruptions caused by the Covid-19 pandemic delayed early intervention. Sienna’s developmental milestones were missed during lockdown, leading to a referral to child development services and placement on a priority waiting list. Murray describes the diagnostic process as lengthy and multifaceted, involving assessments by pediatricians, speech therapists, and other professionals, with the formal diagnosis only confirmed months after initial evaluations. Initially placed in a mainstream nursery due to lack of specialist provision, Sienna faced significant challenges, including reduced hours and the need for parental involvement in personal care. After an extended struggle, the family secured a place for Sienna at a special school, where Murray observes that her daughter is now “absolutely thriving.”

Ema Cubitt further highlights that autistic individuals have always been present across generations and communities. She explains that the recent increase in recorded autism prevalence reflects better recognition and understanding within educational systems that were not designed in the past to consistently identify or support autistic pupils. Cubitt also notes that the Department of Health’s statistics are derived from linked school census data and likely do not capture every autistic child, pointing to the need for continued efforts to identify those who remain less visible in official records.

The data reveals gender disparities, with 8.6% of boys and 3.7% of girls diagnosed with autism. The highest prevalence is observed among 12 and 13-year-olds, where more than one in twelve students in year nine of post-primary school have an autism diagnosis. Urban children, such as those living in Belfast, are more frequently diagnosed compared to their rural peers, and children from socioeconomically disadvantaged areas are also more likely to be identified as autistic than those in more affluent regions. The Department of Health acknowledges concerns about proposed changes to support for children with special educational needs and highlights that while SEN statements conclude after school, care plans in England continue until age 25

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