Neurodiversity Among Children and Young People

This topic area covers statistics and information relating to neurodiversity among children and young people in Hull including local strategic need and service provision. Further information relating to Neurodiversity Among Adults under Health Factors within Adults, and Learning Disabilities and Children with Special Educational Needs and Disabilities within Vulnerable Groups.

Headlines

• Neurodiversity is a positive way to describe differences in the way people’s brains work. Neurodiverse people may see, hear and feel the world differently from neurotypical people. Neurodiversity varies widely and is often referred to as a spectrum condition because of the range of ways it can impact people and the different level of support they may need across their lives. Neurodiversity can affect how people perceive, communicate and interact with others. Neurodiversity may include autism, attention deficit hyperactivity disorder (ADHD), learning disabilities, dyslexia, dyscalculia and dyspraxia.
• Information is often limited on neurodiversity at a local level, both in terms of the numbers of neurodiverse people, and the impact on their health and wellbeing, or on other areas on their life. Furthermore, as everybody is unique, the needs accompanying neurodiversity and impact of neurodiversity will vary from individual to individual. This makes it difficult to accurately estimate the number of neurodiverse people. Furthermore, not all children and young people who are neurodiverse will have diagnoses, and many more may be on waiting lists.
• Neurodiverse people are more likely to experience anxiety and depression as well as other mental health conditions compared to neurotypical people. Neurodiverse children and young people are more likely to need additional support in school as lessons are generally designed within systems that often assume neurotypical ways of processing and learning styles. The impact can be felt throughout the entire life course, and things can have influence and may contribute to lower educational attainment affecting employment and life later on. It may also affect their ability to access services.
• Nationally, there are around 741,000 children and young people with ADHD and 828,000 autistic children and young people. With historically low level of diagnosis, it makes it difficult to estimate prevalence. With increasing awareness, the number of people seeking diagnoses is increasing. Waiting lists are also very high, and in December 2025, there were 2,205 children and young people aged 0-17 years in Hull with an open suspected autism referral in the month that had been open for at least 13 weeks representing 3,729 children and young people per 100,000 population. This is much higher than England which has 1,059 open referrals per 100,000 population who have been waiting for at least 13 weeks. Feedback from children, young people and families locally highlights challenges in accessing timely assessment and support.
• It is estimated that there are around autistic 1,277 children and young people aged under 18 years living in Hull aged 18+ years (998 boys and 279 girls). In 2022/23 among children and young people attending Hull schools, there were 366 pupils who were on a Education, Health and Care Plan and a further 275 pupils who required Special Educational Needs Support where autism was noted as their primary need for the special education need. A further 222 pupils on a Education, Health and Care Plan and a further 183 pupils who required Special Educational Needs Support were autistic but this was noted as a secondary need (total around 405 children and young people). This gives a total of 1,046 children and young autistic people in Hull who have been identified as requiring special educational needs. However, it is often difficult and complex to define ‘primary need’ so these figures may not be reflective of local need. Furthermore, it is likely that the numbers have increased in the last few years.
• Given a national prevalence estimate of around 5% for children and young people for ADHD and a male-to-female ratio of 3:1, it is estimated that there are around 3,120 children in Hull with ADHD (2,340 males and 780 females). However, poverty and lower family income are associated with the prevalence of ADHD, so it is possible the numbers are higher in Hull.
• The British Dyslexic Association state that around 10% of the population has dyslexia (4% with a high level of support need) which equates to around 6,240 dyslexic children and young people (including 2,500 with a high level of support need) living in Hull. They state that an estimated 25% of people have maths learning disabilities, but only about 6% of people will have dyscalculia. This equates to around 3,740 children and young people living with dyscalculia in Hull. However, the original source of these statistics is difficult to trace, and it is not known how accurate these prevalence estimates are.
• Based on the Foundation for People with Learning Disabilities, around 6% of the population has dyspraxia which impacts on coordination with 2% with a high level of support need (four times as many males as females). This would equate to around 3,740 children and young people aged under 18 years in Hull who have dyspraxia (2,990 males and 750 females) including 1,250 who have a high level of support need (1,000 males and 250 females).
• Taken together, this suggests that a significant proportion of children and adults in Hull are neurodivergent, many of whom may be undiagnosed or waiting for support. Demand is increasing, particularly within diagnostic pathways and education systems. This highlights the importance of early identification, inclusive practice, and system-wide neuro‑affirming approaches rather than reliance on diagnosis alone. A neuro-affirming approach focuses on adapting environments, systems and expectations, rather than expecting individuals to change.
• Hull is committed to achieve the best outcomes for everybody, and be as inclusive as possible providing a sense of belonging, participation and community inclusion for all its residents.

The Population Affected – Why Is It Important?

Neurodiversity is a term used to describe differences in the way people’s brains work. There is no right way for the brain to work, but there is a wide range of ways that people perceive and respond to the world. Some of these differences can result in obstacles for people who are neurodivergent whose brains work differently within a society largely designed for neurotypical people. There are a wide range of neurodiverse conditions such as autism, attention deficit hyperactivity disorder (ADHD), learning disabilities, dyslexia, dyscalculia and dyspraxia (coordination disorder). As everybody is unique the impact on people’s lives varies greatly from individual to individual.

People who are neurodiverse often have good skills in other areas such as creative thinking and problem solving, and can be good at practical things, and may think ‘outside the box’. However, everybody is unique, and there is a wide diversity in the way in which all people learn and behave, and this is also true for people who may classify themselves as neurodiverse or have a diagnosis of some of the conditions that often fall into ‘neurodiverse’.

Autistic people may experience differences in communication and interaction with others which could include differences in understanding of how other people think or feel, find things like bright lights or loud noises overwhelming, stressful or uncomfortable, get anxious or upset about unfamiliar and social events, take longer to understand information, and/or do or think the same things over and over. Everyone with autism is different, and some people will need little or no support whereas others may need help from a parent or carer every day. The term Autism Spectrum Disorder (ASD) is often used and can also include Asperger’s syndrome.

ADHD is a condition that affects people’s behaviour. People with ADHD can seem energetic, may have trouble focusing, and may act on impulse. Some people with ADHD may require more support developing and maintaining relationships or social interactions. From National Institute for Health and Care Excellence (NICE), there are three subtypes of ADHD: the inattentive subtype accounts for 20-30% of cases, the hyperactive-impulse subtype accounts for around 15% of cases, and the combined subtype accounts for 50-75% of cases. The prevalence is higher among boys, but this could be because a higher proportion present with behaviour that is perceived to be disruptive that prompts referral. ADHD is associated with poverty, lower family income and social class. In adults, it is more frequent in people who are unemployed and people with disabilities. A meta-analysis of follow-up studies of children with ADHD found at the age of 25 years that approximately 15% retained a full ADHD diagnosis and approximately 65% were in ‘partial remission’ (with some persistence of some symptoms and continuing differences with psychological, social or educational challenges). They also found that, over time, the inattentive symptoms tended to persist and the hyperactive-impulsive symptoms tended to recede. They also noted that the overall prognosis may be related to higher levels of initial care and management of any other health conditions.

Dyslexia is a common specific learning disability, and dyslexic people often require additional support with reading, writing and spelling. It is estimated that up to 10% of people in the UK has some degree of dyslexia. A person with dyslexia may read and write very slowly, confuse the order or letters in words, confuse letters that look similar (such as ‘b’ and ‘d’), have poor or inconsistent spelling, understand information verbally but not as well when it’s written down, and/or need support to carry out a sequence of directions, or with planning or organisation.

Dyscalculia is similar to dyslexia but relates to requiring support understanding numbers. A person with dyscalculia may need support understanding the concept and sense of numbers, subitising (which is associating a small number of icons with numbers without counting them, e.g. recognising the dots on a dice as a number), symbolic and non-symbolic magnitude comparison (when presented in relation to the magnitude of numbers, fractions, percentages, dot patterns or pie charts), and/or need more support with ordering.

Dyspraxia or developmental coordination disorder is a condition that affects physical coordination. It can affect coordination skills including tasks that require balance, playing sports or learning to drive a car. It can also affect fine motor skills required for writing or using small objects. Children with dyspraxia may have delayed development milestones relating to crawling, walking, self-feeding and dressing. Skills involving fine motor skills such as drawing and writing could also be affected as well as differences in performance in sports and other outside playground activities.

As neurodiversity impacts on people’s lives differently, it is often difficult to quantify the numbers of neurodiverse people. Natalie Houalla who examined the problem of estimating the prevalence of dsylexia, stated that some tests will overestimate the prevalence of dyslexia as they pick up people with poor literacy skills without dyslexia. Furthermore, she states that the definition of dyslexia, diagnostic language and testing for dyslexia have all evolved over time, which makes it even more tricky to examine prevalence estimates over time. Based on a meta-analysis and model simulation approach, she found that the prevalence of dyslexia was better represented as a distribution that varies as a function of levels of support needed as opposed to a single point estimate (a single prevalence figure), that samples of poor readers contained more than expected poor readers and less than expected people with dyslexia, and that individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower end of reading performance. This problem is unlikely to be unique to dyslexia with the prevalence of other neurodiverse conditions having the same data problems in relation to estimating the prevalence of the condition.

Information relating to neurodiversity can be relatively limited at a local level for both the numbers of neurodiverse people, and the impact on their health and wellbeing, and other areas of their lives. Often it is necessary to use age-specific prevalence estimates from national surveys and apply it to Hull’s population to estimate the numbers affected. This has been undertaken in Projecting Adult Needs and Service Information (PANSI) and the Projecting Older People Population Information Service (POPPI). They both provide current estimates and future projections at local authority level of the number of people with different health needs for adults aged 18-64 years and 65+ years. However, as mentioned above, any such estimates will depend on the definitions used to define the conditions.

PANSI and POPPI take the estimated prevalence from different surveys and research which have generally been derived at a national level (generally different prevalence estimates for different age groups for men and women separately), and then apply these prevalence figures to population estimates and population projections for the local authority (population figures from the Office for National Statistics). For instance, if the prevalence among males in England in a specific age group is 5% and there are an estimated 500 men living in Hull in that age groups, they would estimate there were 25 men in that age group living in Hull with that condition. For many conditions, there is an increased prevalence in populations with higher levels of deprivation, and in most cases, deprivation is not taken into consideration. Thus in many cases, these estimates for Hull are likely to underestimate the numbers in Hull due to the high levels of deprivation in Hull. Furthermore, there are intersections with poverty, housing and access to services which may amplify barriers to diagnosis and support.

Further definitions are available from www.pansi.org.uk and www.poppi.org.uk.

This document uses a mixture of identity-first and person-first language reflecting preferences within different communities.

Learning disability is included here where it co-occurs with neurodivergence, but is a distinct condition relating to reduced intellectual functioning.

It is also important to note that support should not be dependent on a formal diagnosis and should be based on identified need.

The Hull Picture

It is possible that some people have more than one neurodiverse condition, and it is not possible to examine combinations, or even all conditions that might fall under the broad category of neurodiversity as information does not always exist.

Estimate Number of Children and Young People in Hull

Autism

From the National Autistic Society, the UK government states that 1% of all people have autism, but the National Autistic Society believe the estimate is higher with high rates of under-diagnosis. National Institute for Health and Care Excellence (NICE) also quote a similar prevalence estimate among adults at 1.1%, and state that the prevalence of autism in children is 1-2%. NICE states that more autistic males compared to females with a ratio of 3:1. The gender split is largely thought to be as a result of girls and women being more likely to mask or camouflage their differences, contributing to under-identification. This masking or camouflaging may also be more common among people who are non-binary, gender diverse or diagnosed with autism in adulthood.

Waiting lists are also very high, and in December 2025, there were 2,205 children and young people aged 0-17 years in Hull with an open suspected autism referral in the month that had been open for at least 13 weeks representing 3,729 children and young people per 100,000 population. This is much higher than England which has 1,059 open referrals per 100,000 population who have been waiting for at least 13 weeks. This reflects increasing demand, diagnostic pathways under pressure, and growing recognition of neurodivergence. Demand for diagnoses is outstripping capacity to diagnose.

Elizabeth O’Nions and colleagues in her article in the Lancet in 2023, suggested a much higher prevalence among children and young people compared to older people. This may suggest that need for support decreases with age, but it is also likely that older people are much more likely to be undiagnosed. The number of new diagnosis (incidence) per 10,000 population has also increased sharply over time particularly among males. In 2000, the incidence rate per 10,000 population was around 2 for males and under 1 for females, but in 2018, the incidence rates were around 11 for males and around 4 for females per 10,000 population. Incidence rates also differed among children and young people over time – from 2000 to 2018 – increasing from under 10 to around 40 per 10,000 children aged 0-4 years and children aged 5-9 years, increasing from under 5 to around 25 for young people aged 10-14 years and increasing from just over zero to over 10 per 10,000 population for young people aged 15-19 years.

The article in the Lancet estimates the prevalence by age and it ranges from 0.3% among girls aged 0-4 years to 4.4% among boys and young men aged 10-19 years. There are delays in diagnosis, and some children will not be assessed until they reach school-age, so it is likely that the prevalence estimates, particularly those among pre-school children, are underestimated.

Age	Males (%)	Females (%)
0-4	0.9	0.3
5-9	3.1	0.8
10-14	4.4	1.3
15-19	4.4	1.4

If we apply these prevalence estimates to Hull’s population (for mid-year 2024), there are an estimated 1,277 autistic children and young people living in Hull.

Age	Males (number)	Females (number)	Persons (number)
0-4	75	24	99
5-9	276	68	344
10-14	410	116	526
15-17	237	71	308
Total under 18	998	279	1,277

From Hull’s Joint Needs Assessment for Special Educational Needs and Disabilities report 2022/23, 366 children and young people in Hull were diagnosed with autism (as their primary need) who are on a Education, Health and Care Plan and a further 275 children and young people in Hull were diagnosed with autism (as their primary need) who require Special Educational Needs Support (total around 641 children and young people). A further 222 children and young people on a Education, Health and Care Plan and a further 183 children and young people in Hull who require Special Educational Needs Support were diagnosed with autism but this was noted as a secondary need (total around 405 children and young people). This gives a total of 1,046 autistic children and young people who have been identified as requiring special educational needs. It is reassuring that these local figures are similar to the estimated numbers above for school-aged children given that it is likely that there are children and young people whose education and life is being impacted by autism but who are undiagnosed or waiting for a diagnosis. However, it is often difficult to identify primary need and not all secondary needs may be recorded. There are known limitations when identifying autism as a primary need in the Education, Health and Care Plan process. There will also be delays in diagnosis, children and young people on waiting lists for diagnosis, and children and young people who are undiagnosed. This may particularly be the case for females due to under-diagnosis. Thus any estimates of prevalence are likely to be an underestimate.

Being autistic not only impacts on daily living and wellbeing, but also affects mortality rates and life expectancy (see Neurodiversity Among Adults under Health Factors within Adults for more information).

Attention Deficit Hyperactivity Disorder (ADHD)

From National Institute for Health and Care Excellence (NICE) and ADHD UK, the prevalence of ADHD is estimated to be 5% among children and 3-4% among adults in the UK with a male-to-female ratio of approximately 3:1. As mentioned above, there may be differences in referral rates among boys and girls as the percentage of ADHD subtypes differs between males and females. It is not known fully if the higher diagnosed prevalence among boys is because there is a higher prevalence among boys or whether there are higher rates of girls who are undiagnosed.

Based on the Office for National Statistics resident population estimates for 2024 there are 62,379 children and young people aged under 18 years living in Hull, so this would equate to around 3,120 children and young people in Hull having ADHD (2,340 males and 780 females). However, if poverty and lower family income are associated with ADHD, then the prevalence could be higher in Hull.

Dyslexia

According to the British Dyslexia Association, 10% of the population are believed to be dyslexic. However, dyslexia is on a continuum and the impact can vary from individual to individual. Dyslexia occurs across a range of intellectual abilities, and other differences may be present in relation to language, motor coordination, mental calculation, concentration and mental organisation.

Applying the prevalence to Hull’s resident population estimates, this would equate to around 6,240children and young people aged under 18 years in Hull living with dyslexia. Research has been undertaken by Natalie Houalla on Dyslexia Action into the prevalence of dyslexia, and she has found that the prevalence ranges from 3-5% to 20% depending on the source. She also mentions that the British Dyslexia Association states that the prevalence is estimated to be 10% with 4% with a high level of support need, but she goes on to state that the original source for this figure is difficult to trace. Therefore, it does appear that there is some variability in the estimated prevalence of dyslexia. This is perhaps not surprising given that there is no official cut-off to determine who had dyslexia and who does not. If 4% of people have a high level of support need in relation to dyslexia, this equates to around 2,500 children and young people in Hull.

Dyscalculia

According to the British Dyslexia Association, 6% of the population are believed to have dyscalculia. However, dyscalculia is also on a continuum and the impact can vary from individual to individual.

Applying the prevalence to Hull’s resident population estimates, this would equate to around 3,740 children and young people aged under 18 years in Hull who have dyscalculia.

Dyspraxia

According to the Foundation for People with Learning Disabilities, around 6% of the population is affected by dyspraxia with 2% having a high level of support need. Males are four times more likely to be affected by females. Applying the prevalence to Hull’s resident population estimates, this would equate to around 3,740 children and young people aged under 18 years in Hull who have dyspraxia (2,990 males and 750 females) including 1,250 children and young people who have a high level of support need (1,000 males and 250 females).

Research by Professor Wilmot and Dr Rathbone on Movement Matters, examined wellbeing and assess their ‘sense of self’ among people diagnosed with dyspraxia and people with undiagnosed dyspraxia. They found that they attributed negative traits to their dyspraxia and that this was more pronounced among people with undiagnosed dyspraxia. Both general wellbeing and anxiety were poorer in adults with dyspraxia regardless of whether or not they had a diagnosis. Wellbeing was related to how positively people viewed aspects of themselves. Those with more positive views of their dyspraxia had a better wellbeing. Furthermore, wellbeing was not associated with age of diagnosis, so this suggests that it is not as simple that an earlier diagnosis consistently results in better wellbeing later in life. These findings were among adults, but it is likely that wellbeing and self-worth are also affected among children and young people with dyspraxia.

Health and Other Needs of People with Neurodiversity

As all people are unique, the health needs of neurodiverse people are varied, and information is not available for Hull residents specifically, and as a result it is necessarily to fall back on national information and evidence.

Neurodivergent people are more likely to experience mental health difficulties such as stress, anxiety or depression, often linked to barriers, stigma, unmet need, and environments that are not adapted to different ways of processing.

The National Autistic Society state that research suggests that autistic people may be more likely to experience depression, and they estimate that half of all autistic people experience depression at some point in their lives. Based on research published in the World Journal of Biological Psychiatry, ADHD is associated with heightened levels of anxiety; up to 50% of individuals with ADHD have one or more anxiety disorders. According to MIND, people with ADHD are more likely to experience anxiety, depression, substance use and sleep problems.

Neurodiverse children and young people are more likely to need additional support in school as lessons are generally designed within systems that often assume neurotypical ways of processing. The impact can be felt throughout the entire life course, and things can have influence and may contribute to lower educational attainment affecting employment and lifestyle later on in life. It may also affect their ability to access services.

Strategic Need and Service Provision

Taken together, this suggests that a significant proportion of children and adults in Hull are neurodivergent, many of whom may be undiagnosed or waiting for support. Demand is increasing, particularly within diagnostic pathways and education systems. This highlights the importance of early identification, inclusive practice, and system-wide neuro‑affirming approaches rather than reliance on diagnosis alone. It is also important to note that support should not be dependent on a formal diagnosis and should be based on identified need.

It is important that people feel valued and appreciated. Education and employment are often set up in ways that excludes or makes things more challenging for neurodiverse people. A rigid school schedule or a loud, bright workplace do not work for everyone, and won’t ensure all people function at their best. It is important that education and employment make changes, if necessary and where possible, to accommodate neurodiversity and diversity in general. Everybody has strengths, things that they need to work on and everybody experiences challenges. It is important to focus and celebrate differences such as greater creativity, empathy, practical, problem solving, hyperfocus or novel perspectives.

Everybody is unique and everybody faces challenges in some areas of their lives, so it is important to work with children and young people to determine the best way to help them with their learning and education, and preparation for later life. People who are neurodiverse may benefit from flexibility from rigid school schedules, quiet areas where the lighting and sound levels are more comfortable for them, extra support with small group or one-to-one sessions, or help with communication. Other help may be available such as allowing the use of a tablet or laptop for school work rather than writing, or the use of specialist software such as text or voice recognition software for schoolwork. It is also possible for some children to have additional time allowed in examinations if they are slow at reading and/or writing or find them difficult.

Education systems are often designed around neurotypical learning styles. This can create barriers for neurodivergent children and young people unless teaching approaches, environments and support are adapted.

Within a society largely designed for neurotypical people, children and young people with dyspraxia may need extra support to learn and keep up at school. There are a number of therapies that can help children manage dyspraxia which can include being taught ways to do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly, and adapting tasks to make them easier such as using special grips on pens and pencils to make them easier to hold. Treatments need to be tailored to the individual affected though. Dyspraxia may become less of a problem as children get older and develop coping strategies, but some children may continue to need extra support particularly in relation to producing written work.

With the use of providing ‘sensory’ or ‘quiet’ rooms or specialist equipment or different ways of working for children and young people, it is easy for this to be noticed by other children and young people, so it is important that there is a whole school positive approach to neurodiversity to celebrate the positive differences between all children and young people.

Hull is committed to achieve the best outcomes for everybody, and be as inclusive as possible providing a sense of belonging, participation and community inclusion for all its residents.

A neuro-affirming approach focuses on adapting environments, systems and expectations, rather than expecting individuals to change.

Resources

What is neurodiversity? Caroline Miler. Child Mind Institute 2024. https://childmind.org/article/what-is-neurodiversity

NHS. What is autism? https://www.nhs.uk/conditions/autism/what-is-autism/

NHS. Attention deficit hyperactivity disorder. https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/

NHS. Dyslexia. https://www.nhs.uk/conditions/dyslexia/

British Dyslexia Association. https://www.bdadyslexia.org.uk

British Dyslexia Association. Dyscalculia. https://www.bdadyslexia.org.uk/dyscalculia

NHS. Dyspraxia in adults. https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia-in-adults/

NHS. Dyspraxia in children. https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/

National Autistic Society. What is autism? https://www.autism.org.uk/advice-and-guidance/what-is-autism

National Institute for Health and Care Excellence. Autism in adults: how common is it? https://cks.nice.org.uk/topics/autism-in-adults/background-information/prevalence/

O’Nions E, Petersen I, Buckman JEJ, Charlton R, Cooper C, Corbett A, Happé F, Manthorpe J, Richards M, Saunders R, Zanker C, Mandy W, Stott J. Autism in England: assessing underdiagnosis in a population-based cohort study of prospectively collected primary care data. Lancet Reg Health Eur. 2023 Apr 3;29:100626. doi: 10.1016/j.lanepe.2023.100626. PMID: 37090088; PMCID: PMC10114511. https://pubmed.ncbi.nlm.nih.gov/37090088/

National Institute for Health and Care Excellence. Attention deficit hyperactivity disorder: how common is it? https://cks.nice.org.uk/topics/attention-deficit-hyperactivity-disorder/background-information/prevalence/

Dyslexia Action. The Prevalence of Dyslexia – Natalie Houalla.

Movement matters. https://movementmattersuk.org

Foundation for People with Learning Disabilities. Dyspraxia. https://www.learningdisabilities.org.uk/learning-disabilities/a-to-z/d/dyspraxia

NHS. Attention deficit hyperactivity disorder (ADHD) programme update. https://www.england.nhs.uk/long-read/attention-deficit-hyperactivity-disorder-adhd-programme-update/

NHS Dorset. Neurodiversity and mental health, 2024. https://nhsdorset.nhs.uk/neurodiversity/explore/mentalhealth/

National Autistic Society. Depression, 2024. https://www.autism.org.uk/advice-and-guidance/topics/mental-health/depression

PubMed Central: D van der Meer, PJ Hoekstra, D van Rooij, AM Winkler, H van Ewijk, DJ Heslenfeld, J Oosterlaan, SV Faraone, B Franke, JK Buitelaar and CA Hartman. Anxiety modulates the relation between attention deficit/hyperactivity disorder severity and working memory-related brain activity. World Journal of Biological Psychiatry, 2019: 19(6):450-460.

MIND. ADHD and mental health, 2024. https://www.mind.org.uk/information-support/tips-for-everyday-living/adhd-and-mental-health/

Updates

This page was last updated / checked on 12 June 2026.

This page is due to be updated / checked in November 2026.