The “transition cliff” in the administrative prevalence of learning disabilities in England

Purpose The aim of this paper is to report on the age‐specific administrative prevalence of learning disabilities in England. Design/methodology/approach The paper's approach is secondary analysis of data from national education, health and social care agencies. Findings There is an abrupt decline in the age‐specific administrative prevalence of learning disabilities at the point of transition to adult services. Research limitations/implications The results highlight the existence of a “hidden majority” of adults with learning disabilities. Originality/value The data in this paper have implications for commissioning better health services for people with learning disabilities. First, health information systems should incorporate better ways of identifying patients with mild and moderate learning disabilities. Second, consideration should be given to the extension of annual health checks to include all young people who have had a Statement of Special Educational Needs.