PDA and EHCP in Kent: A Parent's Guide to Getting the Right Support

Written by a Kent parent. Last updated: April 2026. This guide covers what PDA means for an EHCP, how to request one in Kent, and what good provision actually looks like for children with a PDA profile.

1. What Is PDA and Why Does It Matter for School?

If your child has been described as having Pathological Demand Avoidance — or if you've noticed extreme anxiety-driven avoidance of everyday demands, control of situations to manage that anxiety, or meltdowns that seem disproportionate to the trigger — you may already know how difficult it is to get schools to take this seriously.

PDA is understood to be a profile on the autism spectrum characterised by an extreme need to avoid demands and expectations, driven by high levels of anxiety. Unlike more "typical" autism presentations, children with PDA often have good social mimicry, making it harder for schools and professionals to recognise that support is needed. Many Kent families tell us their child spent years being labelled as naughty, manipulative, or defiant before anyone considered PDA.

This matters enormously for school, because:

• Traditional behaviour management strategies — reward charts, consequences, rigid routines — often escalate anxiety in a child with PDA rather than resolve it
• Without the right understanding, schools may exclude, isolate, or repeatedly sanction a child whose behaviour is driven by anxiety, not choice
• An EHCP that doesn't mention PDA and doesn't specify PDA-aware provision will not help — and may make things worse

Under the Children and Families Act 2014, a child does not need a formal diagnosis to receive SEND support or an EHCP. What the law looks at is need. If your child's educational needs cannot be met through standard SEN Support, you have the right to request an EHC needs assessment. The SEND Code of Practice (2015) is clear on this point.

2. Can My Child Get an EHCP for PDA?

Yes — provided their needs cannot be met through SEN Support alone. That is the legal test, and it applies equally to children with PDA as to children with any other profile of need.

Kent County Council (KCC) must carry out an EHC needs assessment if it is necessary to determine what provision your child requires. IPSEA's guidance is clear: the threshold to trigger an assessment is low. KCC must assess if there is a reasonable possibility that an EHCP would be needed — they do not need to be certain.

Once a request is made, KCC has:

• 6 weeks to decide whether to carry out an assessment
• 20 weeks from the date of request to the final EHCP (if issued)

These are statutory deadlines, not targets. If KCC misses them, document it and contact IASK Kent.

3. What to Include in Your EHCP Request

A strong EHCP request paints a clear picture of your child's current difficulties and why existing support is not working. Here is what to include:

Document the evidence of failing support

• Keep a diary of incidents, school refusals, meltdowns, and missed days
• Print or save email chains with the school SENCO showing what has been tried
• Ask the school for copies of their SEN Support records, risk assessments, and any incident reports

Use the right language

Use the term "PDA profile of autism" explicitly in your letter. Do not let the local authority categorise your child purely as "complex emotional needs" or "challenging behaviour" — push back and name the profile. The PDA Society has guidance on professional recognition that you can reference.

Include reports if you have them

• CAMHS letters or assessment summaries
• Private psychology or paediatric assessments
• School reports or EP reports (if available)
• Any letters from occupational therapists, speech and language therapists, or specialist teachers

Describe the impact clearly

Your letter should explain, in plain English, the impact of your child's needs on their education, emotional wellbeing, and daily functioning. Be specific: "My child attends school fewer than 2 days per week due to anxiety-driven avoidance" is more compelling than "my child struggles at school."

4. What Does Good PDA Provision Look Like in an EHCP?

An EHCP that does not reflect PDA-aware approaches will not help — and may actively make things worse if it reinforces rigid, demand-heavy strategies. Here is what to look for in Section F (Special Educational Provision):

Low-demand, collaborative approaches

Provision should specify flexible, collaborative, and low-demand approaches — not reward charts, detentions, or escalating consequences. Good provision might include: offering choices rather than directives, indirect language, collaborative problem-solving, and flexibility in how tasks are presented and when they must be completed.

Named 1:1 support with PDA-specific training

Section F should name the type and level of 1:1 support and specify that the supporting adult has (or will receive) training in PDA-aware strategies. "Access to support" is not enough — the provision must be specific and quantified.

Flexible timetabling

Many children with PDA cannot manage a full, inflexible school day. The EHCP should explicitly allow for: reduced timetables where appropriate, sensory breaks, access to a safe space, and the ability to exit situations that trigger escalating anxiety.

Alternative provision or EOTAS

If mainstream school is genuinely not working — if your child is experiencing severe school refusal or regular exclusion — the EHCP should address this directly. Kent County Council can fund Education Other Than at School (EOTAS) through an EHCP if it is the right provision for your child's needs. This is not a last resort; for some children with PDA it is the most appropriate setting from the outset.

Use the PDA Society's guidance

The PDA Society's Good Practice Guide is an excellent reference to cite in your EHCP request and in any response to a draft plan. It sets out what effective support looks like and gives professionals specific, evidence-informed approaches to work with.

5. What If Kent Refuses the Assessment?

A refusal to assess is not the end of the road — it is the beginning of the appeals process. Here is what to do:

1. Check the reasons given. KCC must provide reasons for any refusal. Read them carefully and note which are based on law and which are simply assertions.
2. Contact IPSEA or IASK Kent immediately. Both offer free advice and can help you assess whether an appeal is worth pursuing. IPSEA (0800 018 4016) and IASK Kent (03000 41 3000).
3. Request mediation or a mediation certificate. Before appealing to the SEND Tribunal, you must contact a mediation service and either attend mediation or obtain a certificate confirming you do not wish to mediate. This is a formality — it does not slow down the appeal significantly.
4. Appeal to the First-tier Tribunal (SEND). You have 2 months from the decision to appeal. IPSEA data consistently shows the majority of families who appeal a refusal to assess succeed.

6. Kent-Specific Resources

7. Frequently Asked Questions