Table 3. Educational Characteristics of Children with an NDC Diagnosis by Care Experience.
| No care experience | Care experience | χ 2 | |||||||||||
| Total | FSM eligibility | SEN provisioning | Mainstream school | Total | FSM eligibility | SEN provisioning | Mainstream school | FSM | SEN | Mainstream school | |||
| (%, n) | (%, n) | (n, %) | (%, n) | (%, n) | school | ||||||||
| ASD | 265 | 30 (1,090) | 94 (3,420) | 83 (3,065) | 3,675 | 44 (115) | 98 (260) | 49 (130) | 21.33** | 943* | 177.87** | ||
| Learning difficulties | 1,440 | 54 (14,035) | 46 (12,135) | 95 (24,975) | 26,165 | 43 (615) | 79 (1,130) | 81 (1,160) | 144.77** | 339.23** | 659.95** | ||
| Specific learning difficulties | 560 | 24 (2,755) | 72 (8,230) | 96 (10,990) | 11,485 | 42 (240) | 89 (495) | 76 (430) | 100.76** | 73.83** | 432.27** | ||
| NDCs overall | 1,705 | 26 (9,095) | 57 (19,615) | 96 (32,965) | 34,445 | 43 (730) | 79 (1,365) | 81 (1,385) | 220.24** | 349.42** | 815.47** | ||
p-value significant at p < 0.01* < 0.001**.
Note: The number of children with a recorded NDC differs from that reported in Table 2, Table 4 and Table 5, as the cohort for this analysis was restricted to children who were enrolled within the education dataset by the start of KS5. Tic disorders were too small to be reported but were included in NDCs overall.