Celebrating neurodiversity in young people
It is estimated that 15-20% of the population are neurodivergent, yet many young people don’t feel supported and comfortable to be themselves in schools or social settings. Neurodivergence can include autism, ADHD, dyslexia, or something much more hidden. Every child should feel included and heard, so here, we explore neurodiversity, celebrate the strengths and differences in young people, and learn how schools can adopt a neurodiverse model to benefit all students.
What is neurodiversity?
What is neurodiversity?
Neurodiversity describes the differences in the ways our brains think and work. No two brains think the same – we have different ideas, communications styles, interests, and skills. Neurodiversity recognises and celebrates these differences, rather than viewing them as a problem to be fixed.
Neurodivergence means neurological differences in the way people may communicate, behave and respond to the world around them.
Some forms of neurodivergence are: autism, attention-deficit hyperactivity disorder (ADHD), dysgraphia, dyscalculia, dyslexia, Tourette's syndrome.
Neurodivergence
While neurodivergence doesn’t refer to mental health conditions, children and young people who are neurodivergent may be more susceptible to poor mental health due to a lack of understanding and support around them.
Because of societal attitudes to neurodivergence, young people might begin to ‘mask’ to fit in. Masking, or camouflaging, happens when children try to hide the way they normally react or behave to avoid negative attention and blend in with those around them. Masking behaviours can include: observing and mirroring others, holding back movements like stimming (repetitive, soothing actions), or planning conversations in advance.
Building inclusive school environments for neurodiverse children
Building inclusive school environments
School, usually designed with neurotypical pupils and staff in mind, can be an overwhelming place for neurodivergent children and young people.
Making schools inclusive for neurodiverse children means embracing differences, and making small changes to the environment, like:
Inclusive environments
Ensuring it’s a psychologically safe environment: Create a space for young people to share their thoughts and feelings. Remain open to questions and clarifications to build confidence. Work with individuals to meet their specific needs and build on their strengths, potentially by creating an individual learning plan.
Creating an accessible learning environment: Use visual aids and other communication devices to support learning and communication differences. Try to give all pupils the option to work in a quiet, clutter-free area without auditory or sensory distractions. Provide flexibility and clear communication.
Teaching students and staff about neurodiversity: Assemblies are a great way to teach both staff and students about the strengths of neurodiversity and accessibility. Enforce wider policies and practices to remove stigma and discrimination.
Recognising and celebrating pupils’ strengths: Praising students for the things in which they thrive and show great strengths can significantly build their confidence and comfort in an otherwise stressful environment.
Society needs people that can think outside the box and think differently
Celebrating the talents of neurodiverse children
Celebrating the talents of neurodiverse children
Making small changes in the classroom leads to wider inclusion and understanding of neurodiversity. Embracing and encouraging differences diversifies education for all pupils, while reducing stigma and disadvantages for neurodiverse pupils. Focusing on pupils’ strengths, needs, and individuality empowers them to succeed and thrive on their own terms.
Currently, 39 schools in Somerset are taking part in the Partnerships for Inclusion of Neurodiversity in Schools (PINS). The project will focus on supporting neurodiverse students in mainstream schools by improving their learning environment and meeting their needs. Projects like these are the first step to changing national understanding and improvement of needs for neurodiverse children.
Celebrating the talents of neurodiverse children
Amelie has autism and spent much of her childhood undiagnosed, without the support she needed, leading to mental health struggles. After finding support at a wellbeing drop-in run by The Children’s Society, she felt heard, understood, and relieved when she finally was diagnosed with autism.
I accept that I process things, communicate, experience things differently to most people, but I don't think that's a bad thing. Because if we're all the same, we never move forward.
What you can do as a parent
As a parent, you are your child’s biggest advocate. Work closely with teachers and other professionals to ensure that your child receives the support they need. Don’t hesitate to speak up if you believe your child’s needs are not being met.
Most importantly, listen to your child. Understanding the needs of young people means listening when they talk about how they feel and what they need.
That's why we worked with Community Fund to produce a report filled with the collective voice of young people with special educational needs and disabilities (SEND) and their experiences with school exclusions. They speak about their experiences with school and how their needs could be better met.
The voices and experiences of young people are vital to changing the systems that affect them the most. Listening to them helps build inclusivity and accessibility for all children and young people.
Author: Aisha Khan
