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Neurodiversity

Neurodiversity is an important part of understanding how students experience learning in schools and colleges. Across every setting, students bring different ways of thinking, communicating and engaging with the world. 

It’s estimated that 15-20% of children and young people in the UK are neurodivergent. 

Understanding neurodiversity is essential for creating school communities where every pupil feels valued, supported and able to thrive. By recognising and respecting these differences, educators can improve both wellbeing and learning outcomes for all students. 

Neurodiversity

What is neurodiversity?

Neurodiversity describes the natural differences in how people think, learn, and process information. It recognises that everyone’s brain works differently, with unique strengths, interests, and ways of understanding the world. 

Most people are neurotypical, meaning their brains process information in broadly similar ways. People whose thinking and processing differ from this are described as neurodivergent. 

Neurodivergence

Neurodivergence refers to differences in how the brain develops and functions, which can affect communication, behaviour, and how someone responds to their environment. 

Some forms of neurodivergence are:  

  • Attention-deficit hyperactivity disorder (ADHD) 
  • Autism  
  • Dysgraphia, dyscalculia and dyslexia  
  • Tourette’s syndrome

This list isn’t exhaustive. Some neurodivergent people may have more than one diagnosis, while others may not have a diagnosis at all.   

Understanding neurodivergence

Neurodivergence is not simply a disorder or deficit, but a different way of thinking and learning. Neurodivergent individuals have their own strengths and abilities, which should be recognised and supported. 

While some neurodivergent students may need extra support, all students can benefit from a greater awareness of neurodiversity, and more inclusive environments and attitudes. 

Neurodiversity and mental health

School environments are often designed with neurotypical students in mind. This can present challenges for some neurodivergent students, for example in how they process information, respond to sensory environments or communicate with others. 

Neurodiversity is not a mental health condition, and being neurodivergent does not mean a student will experience poor mental health. However, in environments where these differences are not well understood or supported, students may face additional pressures. 

Over time, this can affect how comfortable and included a student feels, and may increase the likelihood of experiencing mental health difficulties. 

Developing greater understanding, alongside thoughtful adjustments to the environment, can help reduce these pressures and support positive wellbeing. 

Identifying the signs

Signs of neurodivergence can vary widely between individuals, and not all students will present in the same way.  

Some students may mask their differences to fit in. Masking can be particularly demanding and may lead to exhaustion or burnout over time. If not recognised and addressed, this can have a significant impact on a student’s wellbeing.  

A student who may benefit from additional support might: 

  • find it difficult to focus, organise or process information  
  • be sensitive to aspects of their environment, such as noise or lighting  
  • experience communication or social interaction in different ways  
  • feel overwhelmed or anxious in certain situations  
  • appear tired or withdrawn, especially after sustained effort 

Working with each student to understand their individual needs and experiences is key to providing effective support.

Top tips

Promote understanding

Encourage awareness and acceptance of different ways of thinking and learning across the whole school community.

Create supportive environments

Make simple adjustments to reduce overwhelm, such as providing quiet spaces, clear routines and flexible ways of working.

Focus on strengths

Recognise and build on each student’s individual skills and abilities to support confidence and engagement.

What schools and further education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

While some neurodivergent students may need specialist support, many will benefit from adjustments to the environment and greater understanding from staff and peers.

  • Empower students  
    Work with neurodivergent students to understand their needs and strengths. Support them to feel safe, express themselves and take part in decisions about their learning, for example through individual learning plans.
  • Create inclusive learning environments 
    Carry out a sensory audit and consider factors such as noise, lighting and layout. Provide quiet spaces where possible and use visual aids or alternative communication methods to support learning. 
  • Listen to student voice
    Create opportunities to hear from neurodivergent students and staff. Use this feedback to review and improve your school’s culture, environment and policies.
  • Educate the school community
    Use assemblies, tutor time and RSHE to teach students about neurodiversity, including different types of neurodivergence such as autism.
  • Celebrate neurodiversity in your school community 
    Promote understanding of neurodiversity and neurodivergence by marking events such as Neurodiversity Celebration Week. Advocate for increased awareness of neurodiversity throughout your school or college by adopting a whole-school approach to neurodiversity and mental health. 
  • Supporting neurodivergent staff 
    Neurodivergent staff may benefit from individualised support. Speak to individuals and work together to establish the best way of supporting them. Staff can also contact the Education Support Partnership for advice and support.  

Adopting a whole-school approach can also help you to consider how you might support neurodivergent staff.  

Further information and support

British Dyslexia Association Logo

British Dyslexia Association: teaching for neurodiversity

A series of training webinars and a PDF guide to support teachers working with neurodivergent pupils.

Find out more
Adobestock 276104136

Autism information for schools and colleges

Learn about autism, how it presents in children and young people, and how to support your pupils in the classroom.

Find out more
Autism Central

Autism Central

A National Peer Education Programme for families and support networks of autistic people of all ages in England.

Find out more

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