Educationally subnormal

Educationally subnormal was a term used historically in the United Kingdom to refer to children with very limited intellectual abilities.

Throughout much of the 20th century, British education policy focused on separating these children from the wider school population and they were often viewed as being incapable of meaningful improvement.

Beginning in the 1910s, children deemed to be in this category began to be formally classified as such and were taken into the custody of the state if their home environment was believed to be unsuitable.

Following World War II, these children began to be formally known as "educationally subnormal", and teachers became responsible for recommending them for separate schools.

This decision was, to a significant extent, based on whether children were believed to be neglected, which meant that those who were institutionalised were often from poorer households with limited resources.

[1] Around the time of World War II, the growth of child diagnoses with various psychiatric disorders provided a new way to see children with difficulties.

[1] The number of children enrolled at ESN schools increased rapidly in the twenty years after World War II.

The children lived in "homes" run by trained nurses of their sex and attended school for five days a week.

Older boys were also given opportunities for autonomy, such as participating in games against outside groups or spending time and having jobs outside of school.

[8] Later, anecdotal evidence suggests that many ESN schools taught a limited curriculum focused on games and artistic activities, with very little academic work.

According to a BBC report, whilst there were some examples of ESN schools providing good quality education, many children had their needs neglected.