A major review from King’s College London has revealed that most autistic adults over the age of 40 have never received a diagnosis, with the proportion even higher among those over 60. The research, published in the Annual Review of Developmental Psychology, found that older autistic people are at greater risk of poor mental and physical health compared to their non-autistic peers, as well as facing difficulties with relationships, work and general wellbeing.
The findings suggest that undiagnosed autistic adults are far more likely to struggle with depression, anxiety and other health problems. Those with high autistic traits were also reported to be six times more likely to have suicidal thoughts or engage in self-harm. Alongside this, older autistic adults were found to encounter more barriers in accessing healthcare, often due to systems not being designed with their needs in mind, including communication differences, sensory sensitivities and inconsistent support from professionals.
The review also highlighted higher rates of chronic conditions such as cardiovascular disease, immune disorders, neurological problems and gastrointestinal issues. These challenges are compounded by risks linked to ageing, including Parkinson’s disease, arthritis, cognitive decline and dementia. Social isolation, limited networks and a lack of tailored resources further affect quality of life.
Researchers stressed that underdiagnosis has left many autistic adults without appropriate recognition or support throughout their lives, making them particularly vulnerable as they age. They argue that autism needs to be fully integrated into ageing research, with greater involvement from autistic communities to ensure services and policies reflect their lived experiences.
The Down’s Syndrome Association has created a set of resources designed to help children and young people with Down’s syndrome, as well as those with special educational needs and disabilities (SEND), prepare for the transition back to school. Recognising that the start of a new school year can be a challenging period for pupils, families and teachers, the charity stresses the importance of careful planning to reduce stress and ease children back into routines.
Among the resources is a practical checklist for families, which includes using social stories or picture booklets to introduce children to school staff, buildings and timetables. Parents are also encouraged to visit the school grounds in advance. The guidance highlights that pupils with SEND are entitled to an appropriate education under the 2014 SEND Code of Practice. This includes taking part in lessons, being taught by qualified teachers, accessing work suited to their abilities and being included in wider school life such as clubs, trips and assemblies.
The Association has also provided advice on navigating Education, Health and Care Plans (EHCPs), with clear explanations on how these should be tailored to a child’s needs. This is particularly timely given anticipated changes to EHCPs in the Department for Education’s upcoming Schools White Paper.
Practical tips are also offered on building strong relationships with schools. Parents are encouraged to maintain open, constructive communication, avoid overwhelming teachers with demands and allow staff the time to understand each child’s unique needs. Additional resources for teachers emphasise strategies such as structured routines, daily practice of key skills and adapting lessons to support learning strengths and challenges.
