A SEND‑informed perspective recognises that:

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• Unmet needs in childhood or adolescence can have a cumulative impact on long‑term wellbeing, development, independence, and future support requirements.

• Neurodivergent young people may present needs differently, and these differences must be understood, respected, and never pathologised.

• Education, Health and Care (EHC) needs assessments must consider the child or young person’s aspirations, strengths, and barriers across all four SEND areas of need.

• Preparation for Adulthood (PfA) is a statutory expectation from Year 9 (age 13/14) onwards, focusing on employment, independent living, community participation, and health. A lack of early preparation and coordinated support is likely to have a significant impact on future needs, wellbeing, and opportunities.

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This combined Care Act and SEND 0–25 perspective ensures that unmet needs are recognised early, understood in context, and addressed in a way that promotes resilience, autonomy, and long‑term positive outcomes.

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A SEND 0–25 lens ensures that assessments:

• Are developmentally informed, recognising the child or young person’s stage, not just their age.

• Consider sensory processing, communication styles, executive functioning, and emotional regulation.

• Identify how unmet needs may affect learning, participation, relationships, and transitions.

• Support co‑production with the young person and their family, ensuring their voice is central.

• Promote continuity of support as young people move into adulthood, avoiding gaps or abrupt changes.

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​High Aspirations and Early Planning (SEND 0–25 & Care Act 2014)​

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When the Care Act 2014 and the SEND 0–25 framework are considered together, assessments aim to support children and young people to achieve what matters most to them as they move into adulthood. This includes recognising the barriers they face—or may face in the future—and ensuring that support is proactive, strengths‑based, and developmentally informed.

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This integrated perspective ensures that autistic, neurodivergent, and mentally diverse children, young people, and adults receive support that is fair, accessible, and aligned with their rights, with a strong focus on early intervention, resilience‑building, and preparation for adulthood.

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The SEND 0–25 Code of Practice and the Care Act 2014 are clear that high aspirations are essential for positive life outcomes. Planning for the future must begin early and be rooted in a clear understanding of the child or young person’s strengths, identity, and ambitions. As the Code states, “Local authorities must ensure that the EHC plan review at Year 9, and every review thereafter, includes a focus on preparing for adulthood. It can be helpful for EHC plan reviews before Year 9 to have this focus too.”

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Early conversations should centre on:

• The child or young person’s strengths and capabilities

• Their interests, preferences, and aspirations

• The outcomes they want to achieve in their life

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This early, strengths‑based planning ensures that support is proactive, personalised, and aligned with the young person’s long‑term goals as they move towards adulthood.

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All professionals involved should share high aspirations and understand what effective support looks like for autistic and neurodivergent young people, ensuring that ambitions are nurtured—not limited.

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Professionals should work collaboratively to nurture ambition, remove barriers, and ensure young people have access to opportunities that build skills, confidence, and autonomy.

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Preparing for Adulthood (PfA)​

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Preparing for adulthood means supporting young people to develop the skills, confidence, and opportunities they need across four key areas:

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1. Higher Education and/or Employment​

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This includes exploring a wide range of employment and training options, such as:

• Supported internships

• Apprenticeships

• Traineeships

• Support for becoming self‑employed

• Help from supported employment agencies

• Work experience, job coaching, and learning how to do a job

• Understanding welfare benefits available when in work

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2. Independent Living​

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Supporting young people to have:

• Choice, control, and freedom over their lives

• A say in their accommodation and living arrangements

• Access to supported living options where needed

• The right support to develop daily living skills

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3. Participating in Society

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Helping young people to:

• Build and maintain friendships and supportive relationships

• Participate in and contribute to their local community

• Access social and community activities

• Understand mobility and transport options

• Engage in local decision‑making and civic life

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4. Being as Healthy as Possible in Adult Life​

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Ensuring young people receive support to:

• Manage physical and mental health needs

• Understand their health conditions

• Access appropriate healthcare

• Build lifelong habits that promote wellbeing​

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Why This Matters​

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Across the UK, more and more young people are struggling with their mental health, neurodevelopmental needs, and the transition into adulthood. These challenges are not happening in isolation — they reflect gaps in early support, understanding, and joined‑up services.

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Recent government data shows that the number of young people receiving health‑related benefits has risen sharply in the last five years. Many of these young people are claiming support because of mental health difficulties or neurodevelopmental conditions. At the same time, almost one million young people are currently not in education, employment, or training (NEET). A growing number say that long‑term illness, disability, or mental health needs are stopping them from taking part.

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This tells us something important: Young people are not “opting out.” They are being left without the right support at the right time.

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When needs go unrecognised or unsupported — whether mental health, neurodivergence, social care needs, or safeguarding concerns — the impact builds over time. Young people may experience:

• Rising anxiety or emotional distress

• Difficulties attending or engaging in education

• Delays in developing independence skills

• Social isolation

• Fewer opportunities for employment or training

• Long‑term effects on health and wellbeing​

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These outcomes can be prevented. When young people don’t receive the right support early enough, when transitions are poorly managed, or when there is little preparation for adulthood, their needs can grow and become harder to manage. This happens despite clear duties in the SEND 0–25 Code of Practice and the Care Act 2014, which require local authorities to plan early, support effectively, and help young people move confidently towards adulthood.

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This is exactly why KindMindsWithKM exists. My work focuses on:

• Early, strengths‑based support

• Helping young people, adults, and families understand their rights

• Removing systemic barriers, not blaming individuals

• Nurturing ambition, confidence, and self‑belief

• Supporting neurodivergent and mentally diverse people to build skills, independence, and resilience

• Creating opportunities for growth, connection, and wellbeing

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Everyone deserves the chance to thrive — not just survive. By recognising unmet needs early and offering the right support, we can help young people and adults move forward with confidence, dignity, and hope.

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How This Can Be Achieved​

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What helps me in supporting young people, adults, and families effectively is lived experience, professional expertise, and a compassionate, evidence‑based approach.

 

At KindMindsWithKM, to create a unique and deeply person‑centred way of working, I bring together:

• My personal experience as a neurodivergent individual,

• My professional background supporting people with complex mental health and neurodivergent needs, and

• Evidence‑based, Strengths‑Based, Trauma‑Informed Assessment & Care Planning

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The current guidance and legislation already provide everything needed to support neurodivergent people and those with mental health needs towards independence and wellbeing. 

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By using the Care Act 2014, the Children and Families Act 2014, and the SEND 0–25 Code of Practice as they were intended, we can:

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• Identify needs early

• Reduce barriers

• Promote wellbeing

• Build independence

• Create personalised assessments and care plans

• Align support with the young person’s long‑term goals

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This is how I want us to move from “managing crisis” to supporting people to thrive.​ Using the available guidance, I focus on raising expectations rather than lowering them. I help young people, adults, and families understand:

• What effective support looks like for autistic and neurodivergent individuals

• How to recognise strengths, not just needs

• How to plan for the future with confidence

• How to ensure ambitions are nurtured — never limited

 

High aspirations are not optional. They are a legal and moral requirement under both the SEND 0–25 framework and the Care Act 2014.

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