Understanding the evidence behind feeding difficulties and their impact on children, families, participation, health and wellbeing.
More than 1 in 5 pupils (1.86m) in England have identified SEND.
Children with SEND experience feeding difficulties.
1 in 5 of these children have a nutritional deficiency.
Feeding difficulties affect approximately 25% of typically developing children and up to 80% of those with SEND and neurodevelopmental differences.
Pediatric Feeding Disorder: A Nationwide Prevalence Study reported prevalence rates of clinically significant feeding challenges. This is comparable to widely recognised childhood conditions, such as autism. Read the publication
Children with feeding difficulties may experience nutritional inadequacies, restricted food variety, growth concerns and difficulties meeting their nutritional needs.
The internationally recognised Paediatric Feeding Disorder (PFD) Consensus Definition describes feeding difficulties as involving interactions between medical, nutritional, feeding skill and psychosocial factors, highlighting that nutrition is only one part of a broader picture.
Eating is a social, educational and developmental activity. Children participate in food-related experiences every day through school life, celebrations, community events, friendships and families.
Research increasingly recognises feeding difficulties as affecting participation, inclusion and quality of life, not simply food intake. This is particularly relevant for children with SEND, who may face additional barriers to participating in shared eating experiences.
Difficulties eating can influence how children feel about themselves, their relationships and their ability to participate in everyday activities. Research highlights links between feeding difficulties, social-emotional wellbeing and family quality of life, particularly when difficulties persist over time.
Children may avoid situations involving food, experience anxiety around eating, or feel excluded from experiences routinely enjoyed by their peers.
Families frequently report increased stress, challenges navigating services and difficulties accessing appropriate support. When concerns are not identified early, children and families can experience fragmented pathways between healthcare, education and community services.
Research and policy reports increasingly highlight the importance of earlier identification, coordinated support and family-centred approaches.
Access expert guidance and practical strategies to support children and young people.
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Paediatric Feeding Disorder: Consensus Definition and Conceptual Framework
Goday et al., 2019
Discusses PFD as a multidimensional condition involving medical, nutritional, feeding skill and psychosocial factors.
Read the publication →
https://pmc.ncbi.nlm.nih.gov/articles/PMC9579053/
Utilising the Diagnostic Criteria of Paediatric Feeding Disorder: Updated Findings from a Population-Based Cohort Study
Morris, Daw, Bates & Horniblow, 2025
Demonstrates the high prevalence of co-occurring medical, feeding skill and psychosocial difficulties in children meeting PFD criteria in UK practice.
Read the publication →
https://onlinelibrary.wiley.com/doi/10.1002/jpn3.70258
Nutritional Care for Children with Feeding Difficulties and Disabilities: A Scoping Review
Klein et al., 2023
Reviews system-wide challenges affecting nutrition and health outcomes for children with feeding difficulties and disabilities.
Read the publication →
https://journals.plos.org/globalpublichealth/article?id=10.1371/journal.pgph.0001130
Exploration of Key Stakeholder Views and Experience of Specialist Schools’ Food: A Qualitative Study
McSweeney et al., 2026
Explores how modified diets, sensory needs, food accessibility and school food systems influence participation for children with SEND.
Read the publication →
https://pure.qub.ac.uk/en/publications/exploration-of-key-stakeholder-views-and-experience-of-specialist/
Adapt-Ed: Co-designing Adaptations to a Whole School Intervention to Improve the Uptake and Impact of Food Provision in Special Schools
O’Connell et al., 2025
Highlights barriers preventing some children with SEND from fully accessing school food and mealtime experiences.
Read the publication →
https://openresearch.nihr.ac.uk/articles/5-50/v1
Improving School Food for Children with SEND
Adapt-Ed Policy Brief, 2025
Demonstrates inequalities in school meal uptake and access for children with SEND.
Read the policy brief →
https://uhra.herts.ac.uk/id/eprint/25548/7/policy-brief-jun09-final_40_.pdf
The Relationship Between Chronic Paediatric Feeding Disorders and Caregiver Stress
Silverman, Erato & Goday, 2020
Reports significantly elevated levels of caregiver stress associated with chronic feeding disorders.
Read the publication →
https://www.feedingmatters.org/wp-content/uploads/2020/02/1367493520905381.pdf
The Influence of Family in Children’s Feeding Difficulties: An Integrative Review
Fonseca et al., 2025
Reviews evidence suggesting family involvement can improve outcomes for children experiencing feeding difficulties.
Read the publication →
https://www.frontiersin.org/journals/pediatrics/articles/10.3389/fped.2025.1609714/full
The Foundation regularly works alongside other charities and community organisations to ensure families can access relevant support and opportunities to get involved.
Examples include:
Positive About Down Syndrome (PADS)
The Foundation worked with PADS to develop a parent webinar exploring feeding development and eating challenges experienced by some children with Down syndrome.
Autism West Midlands
Through workshops and learning events, families have been able to explore topics relating to feeding differences, participation and neurodevelopment.
Worcestershire Parent Carer Forum
Partnership work with Worcestershire Parent Carer Forum has provided opportunities to hear family perspectives, support local engagement activities and strengthen conversations around feeding development, SEND and inclusion.
Interested in becoming a partner organisation?
