Children are our future. What we decide today will impinge on their future. In other words, their future depends on the decisions we take today.
That children deserve all opportunities they may get, to reach their full human potential, is a statement that we can all concur with. However, children who are neurodivergent, and their families, beg to differ.
Sadly, too often, invisible barriers hold back children who are autistic, have ADHD, dyslexia and other neurological divergences. These children are not ‘broken’ or in need of being ‘cured’. What they really need is recognition, an inclusive environment and the right opportunities to be protagonists in their own unique way.
Although our nation has taken promising steps over the years to support these children, a wide gap still remains between government policies and the realities of daily life on the ground.
Recently, a number of parents highlighted the length of time they must wait in order to get an autism and/or an ADHD early diagnosis – pivotal for early identification and a coordinated response – through the public system. In some cases, some remarked that the waiting time exceeds a year. Now, studies are underlining that early action changes life trajectories and that high-quality early care improves language, cognition and socio-emotional skills.
Without a formal early diagnosis, children not only struggle to access vital support at school; it also turns their learning journey into a traumatic one. Many a time, parents andcarers not only have to face psychological issues themselves, such as a high level of anxiety, but also have to seek private assessments at a significantly additional financial burden.
Ironically, while the Labour government is generous, allocating funds for lavish events, the same administration becomes stingy when it comes to supporting additional professionals to address neurodivergence in childcare and kindergarten settings, not to mention in primary and secondary schools.
Even after diagnosis, most services are inconsistent, fragmented or delayed.
On the other hand, educators face their own challenges too. While they may recognise the symptoms of autism and ADHD, only a few feel confident in adapting lessons for neurodivergent learners.
Another issue which a number of parents have raised concerns about is the increasing segregation of autistic learners from mainstream education. This is not always due to the educational choice of parents and carers but because both state and private schools often lack adequate resources and personnel to provide inclusive environments.
Behind every autistic/ADHD child there is a family. Parents and carers face a daily uphill challenge. Aggravated parents demand a system that supports their challenges, rather than having to fight the system themselves for their child’s right to live a dignified life.
Thus, I feel honoured that, after serving as spokesperson for the family, Alex Borg, the new PN leader, has entrusted me not only to be the spokesperson for the well-being of children but has specifically entrusted me to also focus my attention on children with neurodivergent issues. This is a clear sign that the PN is not only being sensitive to the matter but also wants to reassure many families who have divergent children.
It is our intention to promote neurodivergence to the centre of national policy, rather than leave it on the margin.
Drawing on the experience of other stakeholders in the field, we aim to establish a national observatory for early childhood (ages zero to seven), led by professionals, to coordinate health, education and social policy initiatives, ensuring a cohesive and integrated approach rather than a fragmented one.
We also aim to embed neurodevelopmental screening and parental guidance beginning in pregnancy, while introducing national inclusion standards for neurodivergent children in all centres, ensuring equal access to specialist support across the state and private sectors.
This entails real investment in early diagnosis, accessible therapy and flexible educational pathways that adapt to the child, rather than the other way round.
As a caring society, let us put our money where our mouth is and walk the talk.
Let us pull down any barriers, invisible or not, and empower every child, whatever their divergence, to be a success story.
