If you've opened a newspaper or scrolled social media this month, you'll have seen the word "overdiagnosis" everywhere. For many families, it has been really upsetting to read.
So many people have been sharing their stories. They describe being diagnosed late, after years of being told they were lazy, difficult or not trying hard enough. They describe struggling at school without the right support, and the toll it took on their confidence and mental health. Parents have told me they now feel judged for even asking for an assessment.
I'm a mum in a neurodivergent household and a child nutritional therapist, so this one is personal. I've read what the review actually says. It is far more hopeful than the headlines suggest, and it says something many parents already know: you shouldn't have to wait for a label before your child gets help.
Here it is in plain English, and what you can start doing at home today.
What is the review?
In December 2025, Wes Streeting, then Health Secretary, launched an independent review into the sharp rise in demand for ADHD, autism and mental health services in England. He asked it to look at the evidence "through a strictly clinical lens".
The review was chaired by Professor Peter Fonagy of UCL. His vice-chairs were psychiatrist Professor Sir Simon Wessely and leading autism expert Professor Gillian Baird. They drew on research, clinicians and people with lived experience.
An interim report came out in June. The final report, often called the Fonagy Review, was published on 9 October 2026. It runs to more than 600 pages and makes ten recommendations.
What the review found
1. ADHD and autism are not suddenly more common
The review found that the proportion of people who are autistic or have ADHD has stayed broadly stable. What has risen sharply is the number of people seeking a diagnosis.
The reasons it gives are better awareness, less stigma, and the fact that a diagnosis has become the main gateway to support at school, university and work.
2. Overdiagnosis was not found to be widespread
The reviewers said they could not conclude that overdiagnosis is widespread. They did warn it could become a risk if current trends continue, and raised strong concerns about the consistency and quality of some assessments by independent providers. That is a call to improve assessments, not a judgement on your child.
3. Young people's struggles are real
The review found a genuine rise in mental health problems, especially among young people. It points to pressures such as uncertainty around housing and money, educational pressure, social media and loneliness. This is not a "snowflake generation" story.
4. Families are waiting far too long
At the end of 2025, more than 560,000 people in England were waiting for an ADHD assessment and 254,000 for an autism assessment. That is over 800,000 people, many of them children.
5. Conditions often overlap
Among 16 to 24-year-olds with a common mental health condition, 61% also showed autistic traits and 57% showed ADHD symptoms. Anxiety, low mood, ADHD and autism rarely arrive neatly on their own.
6. Late support has a lasting cost
Children diagnosed with ADHD before 17 are around four times more likely to be out of education, employment or training as young adults. Support that comes too late affects learning, confidence and future opportunities.
What it recommends
The big idea is a "needs-led plus diagnosis" model. In practice, children should get support based on what they're struggling with before, during and after assessment. Help should not be withheld while a family waits. The review is clear that it wants to keep diagnosis, not remove it, but diagnosis should no longer be the only door to help.
Its recommendations include:
A clinically led review of current waiting lists, so those with the greatest needs are seen first and others are offered support while they wait
Joined-up services, so children aren't bounced between separate ADHD, autism and mental health pathways
Help through schools, GPs and community services, not only specialist clinics
Tighter quality control: all ADHD and autism assessments regulated by the Care Quality Commission, and a ban on direct advertising of NHS-funded assessments
A stronger focus on prevention and wellbeing, with taking part in education, family and community life as the real measure of success
The Royal College of Paediatrics and Child Health welcomed the needs-led approach, noting that children and families are currently "left struggling alone while waiting for assessments, with little or no support available in the meantime".
What this means for your family right now
Nothing has changed yet. These are recommendations. The government has said it will set out its plans in a new Mental Health Strategy.
Keep your place on the waiting list. If your child needs an assessment, the review supports timely access for those with significant needs.
A diagnosis still matters. The National Autistic Society points out that diagnosis often brings understanding, less self-blame and access to support.
You can ask for help now. Ask school about support based on your child's needs. The review backs the principle that support should not depend on a diagnosis.
You are not overreacting. Noticing that your child is struggling and asking for help is exactly what a caring parent does.
The review shifts the question from "is there a label?" to "what does this child need?" That is a question you can start answering at home today.
Where nutrition fits while you wait
A needs-led approach starts with what you see every day: poor sleep, poor focus, big emotions, low mood, anxiety, a child who won't eat. You don't need a diagnosis to support any of these, and nutrition is one of the most overlooked places to start.
I'm not saying food causes or cures ADHD or autism. It doesn't. But the brain is built and run on nutrients, and many children who are struggling are running low.
Why so many children are running low
Neurodivergent children very often eat a restricted diet. It may be driven by sensory sensitivity, food anxiety or ARFID (Avoidant/Restrictive Food Intake Disorder). It is not parent failure. It's a nervous system working hard to keep a child safe.
The trouble is that the most brain-nourishing foods are often the hardest ones. Oily fish, eggs, meat, lentils, leafy greens, nuts and seeds bring strong smells, mixed textures and unpredictability. Beige, predictable foods feel safe, but they're often low in key nutrients.
The nutrients I look at most
Iron helps turn the amino acid tyrosine into dopamine, the brain's focus and motivation messenger. If it's low, you might notice tiredness, poor concentration or pale skin. Good sources are red meat, lentils, spinach and dried apricots.
Zinc supports memory and learning, and also appetite, taste and smell. When it's low, appetite can drop, picky eating can get worse, and you may spot white flecks on the nails. Try meat, dairy, eggs, pumpkin seeds, cashews and beans.
Magnesium supports GABA, the brain's calming "brake pedal", and helps with sleep. Low levels can show up as restless sleep, twitches, growing pains or worry. Find it in leafy greens, pumpkin seeds, nuts and wholegrains.
Omega-3 (DHA) is a key building block of the brain and eye, and helps brain cells communicate. Low levels have been linked with poorer focus, reading and working memory. The best sources are salmon, sardines, mackerel and omega-3 enriched eggs.
Protein provides the amino acids the brain uses to make dopamine and serotonin. Without enough, energy and mood can dip and cravings for quick carbs often follow. Try eggs, chicken, fish, dairy, beans and tofu.
Research backs this up. Studies repeatedly find lower omega-3 levels in children with ADHD than in their peers, and lower zinc and iron levels have been linked with ADHD symptoms. Trials in school-age children have shown omega-3 can support reading, spelling, working memory and concentration, though the effects are modest.
There's also a vicious circle. Low zinc can dull appetite and make food taste "wrong", so a picky eater becomes pickier. Fewer foods means fewer nutrients, which can mean more anxiety, poorer sleep and bigger emotions.
Small steps you can start today
Build a protein-rich breakfast. Greek yoghurt with seeds, eggs on toast, or last night's leftovers.
Start from safe foods. Make tiny changes to foods your child already accepts, like stirring ground flaxseed into porridge or baking egg into pancakes. This is called food chaining.
Change the texture, not the food. Blitz lentils into a smooth sauce, or use them as a crispy coating on goujons.
Keep mealtimes calm. Pressure raises anxiety and makes refusal worse. Separate plates, no comments, and sometimes a calm show or audiobook really help.
Ask your GP about a blood test if you notice signs of low iron or other nutrients, before starting any supplements.
Want more ideas? Grab my free two-page guide, Gentle Steps to Happy Mealtimes. It’s full of simple, sensory-friendly ways to supercharge the foods your child already enjoys. Download it free
You'll find more on how protein and healthy fats feed focus in Nourishing Brilliant Minds, and why some foods feel so hard in Why Your Child Won't Eat That.
Nutrition supports, but never replaces, the care your child receives from their GP, school or specialist. The right supplement, if any, depends on your child's diet, symptoms and medication, so please get personalised advice first.
You don't have to wait to start helping your child
Waiting lists can leave you feeling helpless, as though nothing can happen until someone gives you a letter. But you already know your child better than anyone. You know when they're exhausted, overwhelmed, hungry or struggling to switch off. That is a needs-led approach, and you can begin it at your own kitchen table.
Every child deserves to learn, connect and thrive, with or without a label.
I'm Louise, a BANT-registered, CNHC-accredited nutritional therapist. I combine clinical training with life in a neurodivergent household. I support families with selective eating, ARFID, sleep, focus and emotional regulation, starting with the foods your child already accepts and moving at their pace.