Neurodiversity refers to the different ways in which human beings interact with the world. Individuals with specific learning differences such as ADHD, autism and dyslexia will be among those considered to be neurodiverse. It is estimated that between 4-5% of the general population and 29% of entrepreneurs have ADHD, while 15% of the general population and 35% of entrepreneurs have dyslexia.

Neurodiverse advantages include: –

1. A good imagination.

Children with ADHD will be reprimanded in school for poor focus and concentration, but successful entrepreneurs will spend significant amounts of time day dreaming, mulling over different ideas and devising innovative solutions to problems. 

2. Creative thinking.

Research indicates that neurodiversity has strong links to divergent thinking, or ‘thinking outside the box’. This ability to think creatively can be linked to the individual having a wide range of interests and hobbies. Entrepreneurs are often generalists. Leonardo da Vinci, (dyslexic), was interested in: painting, sculpture, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy and botany. An interest in a range of subjects enables the neurodiverse to make connections between apparently unrelated information, resulting in a cross fertilization of unusual ideas. 

3. Multitasking ability.

The minds of individuals with ADHD are always on the go, it is impossible for them to slow their brain down. They are constantly shifting their focus, being most comfortable when multitasking. This ability to move quickly between different tasks, helps the entrepreneur to respond to change, problem solve in creative ways, and keep calm in a crisis.

4. Independent thinking.

While others are happy to follow the crowd, neurodiverse individuals will question perceived wisdom and look for alternative ways of working. Individuals with ASD tend not to follow traditional norms, but to pursue their own logic. Being an entrepreneur enables them to design a working environment to suit themselves. 

5. Skills of delegation.

The neurodiverse are aware of their personal weaknesses, and happy to delegate work to colleagues who they judge to be more skilled at tasks than themselves. 

6. An ability to hyperfocus.

The term ‘hyperfocus’ refers to the ability to immerse oneself in specific tasks for long periods of time. Neurodivergent individuals are known for their ability to focus intently on personal areas of interest: if this involves aspects of work, it will not feel like work, but more like their hobby.

7. Resilience.

As a result of  their lives being beset by constant challenge, the neurodiverse develop resilience, and are able to bounce back from failure and persevere in the face of adversity.Many neurodiverse entrepreneurs will use failure as a motivator. They compensate for areas of personal weakness by developing areas of specific strength: networking, problem solving, oral fluency or practical ability: all alternative skills that benefit the entrepreneur. 

8. A willingness to take risks.

Individuals with ADHD will act on intuition and gut feeling. They are able to work in unpredictable circumstances without feeling anxious, enjoying the excitement of thinking on their feet.  The idea of taking a risk in business would deter most people, but would motivate anyone with ADHD.

Global companies such as Microsoft, Dell, and Goldman Sachs, are beginning to realise the value of a neurodiverse work force and running recruitment campaigns to target these underestimated individuals.

‘If I were a boy, I’d put myself first and make the rules as I go.’

(If I Were a Boy – Beyonce, 2008)

The Girl Guides Association published their annual report, ‘Girls’ Attitudes Survey’ earlier this year. The survey asks 2,000 girls aged 7 to 21 years, how they feel about their everyday lives. Statistics within these reports are concerning. For example, the number of girls who describe themselves as ‘very happy’ has steadily declined. The greatest decline being in girls aged 7-10 years, from 57% in 2009 to 28% in 2023.  

The Survey lists the challenges girls face today as including: –

1. Being judged on appearance.

The age at which girls feel they are judged on their physical appearance has dropped. Young girls are spending increasing amounts of money on beauty products with 50% of 7–11-year-olds using make-up. A third of the girls interviewed said that they would consider plastic surgery to improve their appearance, with 68% saying they’d like to lose weight and 53% having been on a diet. 

2. Everyday sexism. 

Schools are among the many organisations in society that view the behaviour of male and female pupils in different ways. For example, school uniform can be a minefield for female pupils, with regular warnings given about skirts that are too short or leggings that are too tight. Girls are told to dress modestly in order to avoid distracting male teachers, pupils or indeed, members of the public on their way to and from school.

3. Sexual harassment.

The Association’s report quoted 59% of schoolgirls as saying that they worry about being sexually harassed in public or at school. 44% of the girls said that boys at their school had made sexist comments that made them concerned for their safety.

4. Media and online abuse.

Almost all schoolgirls reported experiencing some form of threatening or upsetting behaviour on-line. A quarter of girls aged 7-10 had experienced on-line bullying, with a fifth saying that on-line comments had been made about their physical appearance. 

The solutions required appear obvious. For example: accepting girls for who they are, rather than how they look; taking girls’ concerns about sexism in school seriously, and monitoring social media for abusive behaviour. Men have to accept that a more equal society will involve the loss of male advantage. Women should set an example to girls by being competent rather than helpful and nice, and ambitious for themselves, as well as their partners and children. Perhaps, increased discussion around gender self-identification will assist. If society moves from rigid male / female stereotypes and a clear-cut black / white division between men and women, towards an acceptance of a broader gender spectrum, some of young girls’ current concerns may be ameliorated.

The impact sensory issues can have on an individual is often underestimated. Noise, smell, colour, touch and taste can cause some children and adults real discomfort, if not physical pain. How the person is feeling at that moment, calm or anxious, relaxed or agitated, will affect the severity of their response. 

To reduce the impact of these issues for children and adults, society needs to be more aware of the part the environment plays  in sensory challenges.

Children and sensory issues.

The five main senses are: hearing, seeing, tasting, feeling and smelling.

1. Hearing.

Some children’s issues are linked to loud, unexpected noise, for example: fireworks, hand dryers or fire alarms. The child may be always on edge anticipating sudden noises, and this anxiety will make their reaction more severe.

Avoiding loud and unpredictable noise wherever possible is one solution, by for example: removing the child from the classroom before fire drills, and making use of noise cancelling headphones or ear plugs

2. Seeing.

A child with issues in this area, will become agitated when the visual environment is confusing. Classrooms may be too crowded and colourful, while fluorescent lights may flicker and their glare be too harsh. 

The child could wear sunglasses or a peaked cap, (indoors as well as outside.) LED changing colour light bulbs may help the individual find a comfortable shade of colour, or a dimmer switch be used to achieve an appropriate level of lighting. 

3. Tasting.

The children may be under or over responsive to taste and be fussy eaters. An over responsive child will have a preference for bland, usually beige coloured foods: bread, pasta, oats; while the under responsive child will prefer spicy, highly flavoured or crunchy foods. Many of the children will have a limited diet with very specific food preferences. 

However, as long as the diet includes some carbohydrate, fat, protein and so on, with vitamin supplements added, the child is best left rather than risk increasing anxiety issues around food. Most children’s diets gradually expand as their nervous system matures.

4. Feeling.

Children with sensory issues are certain to experience difficulties around clothing. They will insist on always wearing loose baggy clothing; the same T Shirt every day, and shorts even in winter. They will spend hours putting on their socks to avoid the seams rubbing their toes. Buying new shoes will be a nightmare. Clothes always seem too itchy, too colourful, have rough and painful seams or labels that scratch.

Possible solutions include: remove all labels; choose seamless socks made in softer fabric such as bamboo; buy clothes made of natural rather than synthetic fabric; choose shoes with adjustable tabs, straps and removable insoles or wear a stout pair of slippers.  Once you find a shoe that the child approves of, buy a few pairs of the same shoe in larger sizes. 

Washing, brushing and cutting hair may feel painful, so think laterally to reduce issues: swimming goggles when washing hair to avoid water splashing in the child’s eyes; generous amounts of conditioner to make hair brushing easier, or allow the child to grow their hair long. Cut the child’s hair at home, distracting them with a favourite TV programme or game.

Cutting nails can feel painful, so cut them after soaking in water to soften them or, rather than cutting, use a wooden nail file.

5. Smelling.

Strong smells may make the child gag or feel nauseous. Reduce this sensory difficulty by using un-perfumed soap, bland toothpaste, ecologically friendly washing powder and deodorant, always keeping a good through flow of fresh air in rooms to dilute strong smells.

Often there is a combination of sensory input, for example, in a supermarket. The busy-ness of shoppers; colourful products and signage; shiny, rattling trolleys; canned music and calls over the tannoy; flickering fluorescent lighting; temperature changes in the frozen food section, combined with smells from the fish counter all acting together to create a perfect sensory storm.  A simple solution would be on-line shopping.

Every child with sensory challenges is individual with different issues, but it is possible to reduce their difficulties and, with a little lateral thinking, empathy and imagination, accommodate their needs.

All children thrive on predictability and routine, and the thought of a new school year will evoke different emotions in different children. Some will worry about the unknown: new teachers, new peer groups and so on, while other children will be looking forward to seeing their peers again.

Returning to school in September is stressful, exciting and exhausting all at the same time. Whatever their individual feelings, most children will appreciate some adult support to help them through the first few days of the term. 

Ways to help: –

1. Preparation is key.

Most children will have had a ‘change over’ day at the end of the summer term, when they will have visited their new classroom and met their new teachers. It will be worth reminding the apprehensive child of this. Check any information the school has sent home or posted online. Where should the child be dropped off and picked up on the first day? Does school start at the usual time? Where will they keep their belongings? What are school rules about mobile phones? 

If the child has any such concerns, and you are uncertain yourself, seek out other parents or older children to offer reassurance.

2. Establish relationships with teachers.

Communication between parents and teachers can be key to a child’s happiness in school. Keep a list of school phone numbers and email addresses. Most schools prefer to deal with any problems at an early stage, rather than wait for a pupil’s difficulties to become entrenched.

3. Have regard for children’s mental wellbeing.

Talk to your child about school, their friends, teachers and any activities that are new to them. What they are looking forward to? Is there anything they’re not so sure about? Organising a ‘back to school’ shopping trip can help with the child’s motivation: new backpack, pens, pencils and lunch box can bring an element of positive anticipation.

4. Be aware of the child’s physical health.

Children are certain to be tired at the beginning of term, so try to re-establish school bedtime routines a few days before the start of term, along with other good habits, such as eating an adequate breakfast, because there won’t be the same snacking opportunities in school as at home.

5. Friendships.

If the child has changed classes or changed schools, try to maintain old friendships for as long as the child wants: arrange reunion playdates or catch-up zoom calls. Children feel more settled when they know they can stay in contact with old friends. 

Meet up with a few new classmates before the start of term, then the child will have other pupils to talk to during the first week. 

6. Ease from holiday to school gradually.

Children will be tired for the first few days of the new term, so allow them generous down time after school. Make sure familiar adults are around to be supportive and sympathetic. Plan at least one fun activity for the first week of school, perhaps a cinema trip at the weekend or a special day trip to look forward to. 

“My spelling is Wobbly. It’s good spelling but it Wobbles, and the letters get in the wrong places.” (Winnie the Pooh)

Children’s spelling develops through several predictable stages. Some children progress comparatively slowly through these stages; with many unable to develop their spelling skills beyond the phonetic level.

Learning to spell is harder than learning to read. Reading is a recognition task, but spelling necessitates accurate recall of the word. When a child is reading, the words stay in front of them and they are able to use different strategies to decode, for example:-

• They can sound a word out phonetically – c-a-t. 
• Look to see if the word resembles others they know – l-i-g-h-t / s-i-g-h-t / m-i-g-h-t / r-i-g-h-t.
• Or use the context of the passage to guess the word – Mum drove the car into the ga – – – –

However, when the child tries to spell a word, they have to recall the word from memory. The child may rely on their auditory memory and spell the word phonetically, but then be unable to tell whether the word ‘looks right’ or not, for example: wos / was, sed / said, wot / what. 

Or they may rely on their visual memory and attempt to recreate the shape of the word, for example: oen for car, huaeknn for teacher, but then be unable to make sense of their spelling phonetically.

There are many reasons for children to experience a difficulty with spelling.

They may have weak auditory processing and be unable to hear the different sounds within a word.

They may have a poor auditory memory and be unable to remember the sounds within a word.

They may experience sequencing problems and be unable to order the sounds within a word: carpark becoming parcark.

Or they may have a weak working memory and, although they can identify the sound, are unable to remember the letters that represents that sound in spelling.

Spelling errors will include: – 

• Words that are spelt differently in the same piece of work: skule, skool, scule. 
• Words that are run together: halfanhour / half an hour.
• Words with too many or too few syllables: sundedly / suddenly, choclate / chocolate. 
• Letters within words are incorrectly sequenced: siad / said, gril / girl, was / saw.
• Capitals and small letters are used randomly in spellings, because the child is uncertain of which is which.

The child is able to learn spellings for a weekly test, but will not use the correct spelling when they have to multitask and think about: presentation, content, time constraints, handwriting and so on.

It is galling for a child to be accused of being lazy, careless or slapdash when they have a genuine spelling difficulty. While spelling is important, the content of a child’s writing is more important. There are many specialist programmes that help children with spelling difficulties improve their competency, but once a child has reached a level where they can spell phonetically, it would be productive, (and kinder), to help them to also develop their technological skill, for example, through the use of voice recognition or text to speech software. 

Children with Special Educational Needs and/or Disabilities, (SEND), have a higher rate of persistent absence from school than their peers. Children with an Education Health and Care Plan, (EHCP), make up 4% of all pupils, but 12% of persistently absent pupils. (Statistics taken from The Centre for Social Justice, ‘Lost but not forgotten’ paper of January 2022) 

Absence rates for pupils in July 2023 were 13.2% among pupils with an EHCP, and 6.8% amongst their neurotypical peers.  

In spite of the additional needs of pupils with EHC Plans being identified, and the provision to meet their needs put into place, a significant number of these children are still unable to attend school. More needs to be done to ensure these ‘lost’ children feel comfortable in mainstream settings and are able to access an appropriate education.

For example, the characteristics of Autism Spectrum friendly schools might include: –

1. A whole school culture of inclusion. Everyone in the school is committed to inclusion, with SEND and anti-bullying policies adhered to consistently. Outside specialist support is welcomed, and the school is open minded about additional therapies: yoga, music therapy, mindfulness, exercise breaks, meditation and connection with the natural world. 
2. Generous amounts of staff training are provided. Teaching and support staff are knowledgeable about SEND, with information about individual pupils shared regularly.
3. A flexible approach is taken to provision. For example, consideration is given to the number of subjects a pupil will take, additional IT resources are readily available for all, the school has a flexible attitude towards school uniform and realistic homework expectations. 
4. Support is given to enable pupils to develop emotional regulation. Staff support strategies to help pupils to self-regulate. They help pupils to understand their emotions and suggest appropriate calming methods. 
5. Good lines of communication are maintained between child, family and school. Parents are seen as partners and pupils are involved in decision making. 
6. Comprehensive mentoring and pastoral systems are in place. The child has easy access to safe spaces for relaxation and named adults for mentoring. The school will use specialist programmes when required, for example: CBT, Zones of Regulation or Social Stories. 
7. A culture of mutual respect Is expected from all pupils. A wide range of different buddy systems is available to all.
8. Accommodation is made for sensory sensitivities.  Pupils are encouraged to use ear plugs, coloured overlays, to wear sunglasses indoors or noise cancelling headphones, Pupils can participate in alternative activities during break and lunch hours.
9. There is a focus on pupil self-esteem. Special interests are celebrated. There is an emphasis on what the child can do, rather than what they can’t. 
10. The child is encouraged to develop self-advocacy. When a pupil is able to verbalise their opinions, feelings and emotions, their frustration will be reduced. 

PS. The characteristics of Autism Spectrum Friendly Schools will be the same as the characteristics of Child Friendly Schools.

When it is suspected that a child has an autistic spectrum condition, (ASC), early screening is essential to ensure that they can access appropriate support, and that their behaviour is not misunderstood. However, recent research, (Guardian newspaper article – 17. 7. 23), reports that children are waiting sixty-five weeks on average for initial ASC screening. NICE guidance recommends a maximum wait of thirteen weeks. This will mean that children who experience ASC type difficulties will have a fifteen month wait merely to begin the assessment process. Inevitably this will have a negative impact on the child’s emotional wellbeing, and social and academic development.

All neurodivergent conditions such as autism, dyslexia, attention deficit and dyspraxia exist on a spectrum. Whilst not every child will meet the criteria for a positive diagnosis, screening tests and assessments provide the parent with information about their child’s position on these spectrums. Are their challenges mild, moderate or severe? Do they experience a combination of different conditions: perhaps ASC, Attention Deficit and dyslexia?

Knowledge is power. When parents are in possession of the information gained as a result of an assessment of their child, they will be better able to respond to the challenges created by the educational system. These challenges will include: –

• An emphasis placed on the child adapting to the school, rather than the school making accommodation for the child. This increases the likelihood of the child ‘masking’. Masking refers to the action taken by the child to suppress their own emotions and mimic the behaviour of others in order to fit in; realising that they will have to adapt to the neurotypical world in order to survive. The perfect example of a square peg in a round hole. 
• Querying the value of labelling a child. For many children and their families an explanation of any difficulties comes as a relief. A label will help a school to better support and accommodate the child’s individual needs.
• A misunderstanding of the child’s behaviour, as revealed by such comments as: ‘Everyone has to do things they don’t want to.’ ‘The school cannot make exceptions for one child.’ ‘She needs to learn how to control her anxiety.’
• Claims that the parents are at fault: ‘You really need to set firm boundaries and not be manipulated by him.’ ‘Your anxiety is rubbing off on her.’ ‘We don’t see these problems at school.’
• Claims that the home situation is the problem: ‘Is something going on at home that she’s worrying about?’
• Misconceptions of neurodivergent presentation, for example: ‘He can’t be autistic; he has good eye contact.’
• The support a neurodivergent child will need when transitioning from primary to secondary school. This is a big ask for most children, let alone the neurodivergent. The child may manage at primary school with familiar peers, teachers and support staff, and fewer transitions around a smaller building. The increased numbers of unfamiliar pupils and adults in secondary schools, with regular moves between different rooms, and a need to navigate a larger campus with noisy, busy areas may prove more difficult. 

‘Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.’ 

(Dr Seuss)

As the summer term draws to a close, school reports will be delivered to parents and carers. The reports will contain information about the child’s performance during the past year and advice for the future. 

One of my grandsons is in Year 6, and so coming to the end of of his primary school education. I was proud to hear that he had been given the ‘Sportsman of the Year’ award at his school’s Prize Giving. The presentation acknowledged his commitment, enthusiasm, sustained effort, unwavering reliability, resilience, self-control, in addition to the fact that he displayed a perfect balance between competitiveness and sportsmanship. Quote: ‘Overall, this boy cannot be recommended highly enough.’

In the same child’s end of year report, while all of his effort grades were at the highest level, the Headteacher’s summary comment was a cause for concern. There was reference to my grandson needing to work harder to control HIS anxiety, in addition to the need for HIM to find strategies to self-regulate HIMSELF so that HE could make correct choices. 

My concern was twofold. Firstly, my grandson is transitioning from primary to secondary school. The dictionary definition of the word ‘transition’ is – ‘the process of changing from one state to another.’ The whole of childhood should be viewed as a transition from infancy through to adulthood, requiring on-going support from adults with whom the child has regular contact. Surely my grandson should not be told to develop strategies to control his anxiety, without any offer of help from those adults in charge of his welfare at school?

Secondly, how does the school reconcile a pupil displaying such a plethora of desirable characteristics in one context, and the notable dearth of the same traits in other situations? Could differing teaching approaches within the school play a part? What accommodation is made by the school for individuality, or is the emphasis on the child fitting into the school? Would staff be able to help the boy transfer those skills so well honed in sport, into other aspects of school life?

Perhaps the school should take note of one of my grandson’s responses in his Year 6 Leaver’s Questionnaire. When he reached the question asking what he felt the school could do to improve, he wrote that there should be more SEN and wellbeing provision for the children. Perhaps my grandson’s end of year report on the school is more perceptive than the Headteacher’s end of year report on him.

Over recent years, being an extrovert, has been seen increasingly as a desirable personality trait, and the more reflective and thoughtful nature of introverts considered less appealing. However, introverts have many valuable and unsung strengths. These talents will include: –

• Good listening skills.

Introverts make good listeners because they are able to focus on what is being said without feeling the need to promote themselves or their opinions.

• Creative thinking.

Introverts are imaginative as a result of spending time alone with their thoughts. Their creativity is unaffected by any need to be in the limelight, enabling them to be experimental without worrying about error or failure. 

• Excellent written communication.

Many introverts prefer to put their ideas in writing and, since they will have thought things through and paid close attention to detail, their written communication will be clear and concise.

• Strong skills of observation.

Introverts will look before they leap. Such caution has numerous advantages, for example, observing the behaviour of others before interacting with them. In addition to the individual’s conversation, they will notice their body language and facial expression, all of which will help them to communicate more effectively. 

• A capacity for deep thinking.

The introvert will take time to consider issues from different angles. They tend to listen rather than talk, speaking when they have something meaningful to contribute to a discussion, rather than for the pleasure of hearing their own voice. 

• Independence of thought.

Introverts make decisions based on their own opinions, rather than follow the crowd. They don’t do things merely in order to fit in.

• Leadership strengths.

Introverts make popular leaders. They don’t crave the spotlight, and so can focus on listening to others, and supporting and developing everyone’s ideas.

• An ability to work independently.

Introverts need personal space. They are self-motivated and happy to work independently without supervision. 

1. A suitable environment is a requisite for communication with these children. They will experience sensory distractions in a noisy, busy classroom that will make successful communication impossible. 
2. Keep instructions short and simple. Be specific and focus on the essential. Use visual aids to support any complicated information, adding bullet points, colour, numbers and underlining to make written communication as clear as possible.
3. Be clear and concise with verbal messages, avoiding any temptation to fill gaps in the conversation with small talk.
4. Ensure your body language reinforces verbal messages, rather than contradicts them. 
5. Use the student’s name to alert them to a particular need to pay close attention. ‘Josh, this is really important, so listen carefully.’
6. Take ‘brain’ breaks if the student has been concentrating for a long period of time.
7. Technology provides helpful alternative or additional communication aids: a PC,  laptop, smartphone or tablet. 
8. Pause regularly when delivering a complex message or series of facts. If necessary, use the breaks to check the student’s understanding.
9. Allow the student additional time to process information and to react. Respond positively to any requests for clarification.
10. Ask the ASD student how they prefer to communicate knowledge. Do they like to discuss, to email or to write an essay; to learn in pairs, with a few friends, or in a larger group of like minded pupils.
11. Be patient and kind. Accept that a student’s directness does not necessarily equal deliberate rudeness.
12. Have agreed strategies that all students use to join in a discussion, for example, raising their hand. If you sense that a student has something to say, acknowledge them, and ask for their contribution.