The UK government now estimates 1 in 7 children are neurodivergent.¹ In England, 1 in 5 children is reported to have SEND.⁵ Education, Health and Care Plans have increased 83% since 2015 , yet outcomes for this group continue to deteriorate.⁵

Neurodivergent children face disproportionate rates of suspension, exclusion and mental health crisis. Children with SEN support are six times more likely to be permanently excluded than their peers.⁴ Autistic students experienced a 59% increase in exclusions between 2011 and 2016 alone.⁶

The school attendance crisis is disproportionately impacting neurodivergent pupils. Fielding et al. (2025) found that neurodivergent pupils consistently report not feeling understood or supported, with no viable alternative to a school environment that is not designed for how they think.⁷

The average wait for an autism assessment in England is now 26 months. For ADHD, 29 months.⁸ These children are waiting , without support, without evidence, without provision , for systems that were never built for them.

175,900 children were in elective home education in England in 2024/25 , a 15% year-on-year increase, with numbers rising every year since records began.³ The primary reasons given include mental health, SEND and dissatisfaction with available school provision. This is not a fringe movement , it is a structural response to system failure.

These families need curriculum-mapped evidence for Local Authority annual reviews. No existing platform generates that evidence from a child's natural learning behaviour, without formal assessment, in a format LAs accept. Abakhi does.

Twice-exceptional (2e) or Dual and Multiple Exceptionality (DME) learners , children who are simultaneously gifted and have a learning disability or neurodevelopmental difference , represent one of the most underserved and misidentified populations in global education research.

A 2024 systematic review of research found that 2e learners are consistently under-identified for both gifted programmes and special education simultaneously , because their strengths and difficulties mask each other.¹⁰ A simulation study by Cheek et al. (2023) estimated that approximately 1 in 9 students in gifted programmes should be twice-exceptional but are not identified as such.¹¹

The defining characteristic of these children, across multiple international studies, is intra-individual variability , their profile is asynchronous. A child may reason at Year 9 level in physics and Year 4 level in written communication simultaneously.¹² Every standard educational technology platform assigns a single year group or level. None are designed for this profile.

A 2025 systematic review (Frontiers in Education) identified persistent weaknesses in processing speed and working memory alongside exceptional conceptual reasoning , and found that these learners' high-level reasoning and originality routinely remain under-represented in their tangible academic output.¹² The format of assessment fails them before they begin.

Existing EdTech platforms were built for the mainstream classroom. They assign year groups, use deficit framing, penalise non-completion and optimise for engagement metrics. They were not designed for the asynchronous learner, the EBSA child, the DME profile, or the family navigating home education without curriculum support.

Abakhi detects working level independently per domain from observed gameplay behaviour , no tests, no year group assignment, no ceiling. It adapts to the child's regulation state before each session. It generates an LA-ready asynchronous domain profile as evidence. It was designed by a mum who lived this gap , whose own child has three suspensions and no longer believes he is smart , and built on the clinical frameworks of Porges (1994), Kuypers (2011) and CAST Universal Design for Learning.

This is not a product improvement on what exists. It is a category that does not exist yet.