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Based on research with University of Sussex, BHCC schools and BHISS - a checklist of what should be in place.

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COMING SOON: neurodiversity and bullying resource pack

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COMING SOON: neurodiversity and bullying resource pack

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Are you confident your school has the basics of neurodiversity covered and are ready to take the next step?

Neurodivergent students often face bullying and alienation in schools, which can deeply affect their sense of safety, belonging, and emotional wellbeing.

However, when schools educate peers about neurodiversity, and provide consistent anti-bullying approaches, neurodivergent students feel more included and a greater sense of belonging.

BHISS are developing a pack of resources to support primary and secondary schools make strategic changes and teach pupils strategies to ensure everyone feels a secure sense of belonging in our schools. Keep checking this website for the release of these resources (estimated: early March 2026).

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Events focus on strengths and differences and are planned with pupils and specific outcomes in mind - may include:

raising staff awareness through training or shining a light on an unfamiliar aspect (e.g. running a sensory audit of their classrooms or incorporating word maps into lessons to support language acquirement);

gathering pupil voice and using it to make changes;

pupil written/guided presentations to peers;

assemblies;

displays;

interaction opportunities/groups promoting communication differences and social understanding;

parent forums and coffee mornings;

sign posting for pupils and parents to where they can seek more information and support.

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Events focus on strengths and differences and are planned with pupils and specific outcomes in mind - may include:

raising staff awareness through training or shining a light on an unfamiliar aspect (e.g. running a sensory audit of their classrooms or incorporating word maps into lessons to support language acquirement);

gathering pupil voice and using it to make changes;

pupil written/guided presentations to peers;

assemblies;

displays;

interaction opportunities/groups promoting communication differences and social understanding;

parent forums and coffee mornings;

sign posting for pupils and parents to where they can seek more information and support.

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COMING SOON: neurodiversity and bullying resource pack

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COMING SOON: neurodiversity and bullying resource pack

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Are you confident your school has the basics of neurodiversity covered and are ready to take the next step?

Neurodivergent students often face bullying and alienation in schools, which can deeply affect their sense of safety, belonging, and emotional wellbeing.

However, when schools educate peers about neurodiversity, and provide consistent anti-bullying approaches, neurodivergent students feel more included and a greater sense of belonging.

BHISS are developing a pack of resources to support primary and secondary schools make strategic changes and teach pupils strategies to ensure everyone feels a secure sense of belonging in our schools. Keep checking this website for the release of these resources (estimated: early March 2026).

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This page aims at increasing acceptance in multiple ways for schools, including becoming more neuro-inclusive workplaces, resources for parents, and resources for teaching students about neurodiversity.

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Our free school resources are designed to help teachers and pupils explore autism, celebrate difference, and promote inclusion. Whether you're planning an assembly, a classroom discussion, or a whole-school project, these materials make it easy to get involved and make a meaningful impact.

Each pack includes engaging, age-appropriate activities that support understanding and empathy across Key Stages 1, 2, and 3 with dedicated materials for home learning.

From lesson plans and assembly slides to activity sheets, you'll find everything you need to help your pupils learn about what it means to be autistic in a positive and supportive way.

Together, we can help create schools and communities where every pupil feels valued, understood and accepted.

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Celebrate with us this World #AutismAcceptanceMonth by joining the 5k sponsored #SpectrumColourWalk and our new Spectrum run 10k in Battersea Park, London.

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We've developed these posters featuring people who have talked about their neurodivergent experiences. This series covers autism, ADHD, FASD, DLD, Tourette syndrome, and Dyslexia. NB if using these posters, please read the point at the top of the padlet about 'superhero' status.

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Raise awareness of the breadth of ND diagnoses

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Raise awareness of the breadth of ND diagnoses

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There are some well-known diagnoses, and some lesser known ones too. This list isn't exhaustive! Encourage staff to familiarise themselves with the range of neurodivergent brain types. It's also good practice to reflect on how to use neurodiversity language:

neurodiverse = A group of people with a range of brains that work in different ways;

neurotypical (sometimes known as neuronormative or neuromajority) = a brain that works in a way similar to most other people

neurodivergent = a brain that works differently to the majority.

A single person may be neurotypical or neurodivergent, but cannot be neurodiverse!

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Before you start planning, read this information first to ensure however you promote and celebrate these weeks have maximum impact.

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A really well populated pack of ideas and resources to support.

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A list of the suggested activities for schools taking part in Neurodiversity Celebration Week.

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Powerpoints for Primary and Secondary students

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Powerpoints for Primary and Secondary students

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Powerpoint Presentations | Neurodiversity Celebration Week

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Here you can find our Neurodiversity Celebration Week Powerpoint presentations for primary schools and secondary schools.

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BHISS have recorded training webinars to support staff in understanding their pupils' needs. These can be found on BEEM.

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Local author Julie Anne McDonald has written two books around a young hedgehog's differences and how they navigate the world.

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The umbrella is a useful model to show how neurodiversity is a natural part of human variation - our brains have natural variety; there are just labels to group together patterns in how some brains process the world around us.

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Events focus on strengths and differences and are planned with pupils and specific outcomes in mind - may include:

raising staff awareness through training or shining a light on an unfamiliar aspect (e.g. running a sensory audit of their classrooms or incorporating word maps into lessons to support language acquirement);

gathering pupil voice and using it to make changes;

pupil written/guided presentations to peers;

assemblies;

displays;

interaction opportunities/groups promoting communication differences and social understanding;

parent forums and coffee mornings;

sign posting for pupils and parents to where they can seek more information and support.

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This page contains lots of pointers to ensure what your school plans is inclusive, carefully planned and has the greatest positive impact.

Then head back to the main page to find two sections full of ideas and links:

Neurodiversity Celebration Week

Autism Acceptance month

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Events focus on strengths and differences and are planned with pupils and specific outcomes in mind - may include:

raising staff awareness through training or shining a light on an unfamiliar aspect (e.g. running a sensory audit of their classrooms or incorporating word maps into lessons to support language acquirement);

gathering pupil voice and using it to make changes;

pupil written/guided presentations to peers;

assemblies;

displays;

interaction opportunities/groups promoting communication differences and social understanding;

parent forums and coffee mornings;

sign posting for pupils and parents of where they can seek more information and support.

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Click here for links for staff training.

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Click here for links for pupil resources, including assemblies, workshops, posters etc.

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Review your reasonable adjustments policy

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Review your reasonable adjustments policy

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Autism Acceptance Week isn't just about talking about autism, it's also a great opportunity to review your practice and policies. What changes could you implement on an individual, class or whole school basis which will support inclusion of autistic learners?

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There are two parts to this video. It has been produced by local company Differing Minds who offer the lesson pack on 'Future Minds' to further teach the importance of neuroaffirmative attitudes and understanding.

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Neurodiversity for Children - Part 1 - Different Brains

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BHISS have produced guidance for making reasonable adjustments for children and young people (CYP) with sensory differences. This document is full of ideas for small changes in school which have a big impact on inclusion.

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Produced by the Autism Education Trust - change staff and pupil thinking around autism as being 'different', rather than 'less than'.

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Why Autism is a Difference, not a Deficit

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As you're planning, stop and think about the 'goal' for this focus on neurodiversity. Is it to 'raise awareness' of neurodiversity as a umbrella term, or to highlight specific challenges? What do you want to change by the end of this week - is it pupil attitudes, parent attitudes, or staff attitudes?

We'd love for this week/month to be an opportunity for real change which informs practice going forwards to make impactful change to the school experiences of our neurodiverse community.

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NB this video features 'neurodivergent celebrities' towards the end. Consider how you'd like to discuss this with your pupils.

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What long term changes will this support - how can we make this more impactful than just 'a week' or 'a month'?

How will the ideas you cover become embedded in the school's ethos, policies and practice?

Who will be responsible for making these changes?

How will they be supported?

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Display this poster somewhere prominent in your school!

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Tell your neurodivergent students beforehand

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Tell your neurodivergent students beforehand

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Let your students know you'll be discussing neurodiversity and which topics within it. Find out if they'd like to be involved, or to avoid the spotlight. Doing this reduces anxiety, if they know they can trust you to teach the whole lesson without drawing unwanted attention to them.

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Ask your neurodivergent community how they would like to celebrate/ take action, and factor in their preferences e.g. wearing non-uniform and having a special event may sound exciting to some people, but to many of our autistic community it adds additional change and stress.

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Take time to explore the resources provided by the Autism Education Trust.

You may want to highlight a key part of their 'Good Practice' report (NB this report is 66 pages long, so choose a section if time is tight)

Or share one of their shorter documents, e.g. 'building positive relationships between school and home' or this one on reducing school stress and anxiety.

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BHISS have recorded training webinars to support staff in understanding their pupils' needs. These can be found on BEEM.

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Check the terminology you are using. Some children and young people see autism as their identity and would like you to use ‘autistic person’, however others may prefer to be known as an individual first and may want to use ‘has ADHD’ or ‘Person with DLD’ to describe their condition.

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Assemblies and lessons on neurodiversity and neurodivergence may raise questions for some students. Provide opportunities for children to check in with a nominated member of staff - this could be a designated time every day during the focus week, an email address or a 'questions and comments' box.

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The Umbrella Gang is a series of comics which focus on a neurodiverse group of friends, including some who are neurodivergent. There are many in this series: this is a link to the first comic.

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Resources on some neurodivergent diagnoses

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Resources on some neurodivergent diagnoses

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These include autism, ADHD, DLD, Dyscalculia, Dysgraphia, Dyspraxia, Dyslexia, and Tourettes.

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Resources | Neurodiversity Celebration Week

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Handle discussions around neurodivergent celebrities with caution

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Handle discussions around neurodivergent celebrities with caution

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Whilst the 'neurodivergent hero' talk can be supportive for some, others find it overwhelming, negative, and/or tiresome. It's good to highlight neurodiversity in society, balanced with the idea that neurodiversity is everywhere, not just celebrities. Too much 'inspiration talk' can present the idea that neurodivergent people are expected to be extra-ordinary, and if you're not feeling 'extra-ordinary' then this is another area they may feel they are failing at. We don't make posters advertising the brains of neurotypical celebrities! Just as society is moving away from comparing all autistic people to 'Rain Man', we can move away from over-highlighting 'success stories'. It may be more helpful to offer students the opportunity to find out about neurodivergent people if they would like to.

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Check which pupils know about their diagnoses

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Check which pupils know about their diagnoses

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It's crucial to ensure staff know which pupils do/don't know about their diagnosis - the last thing we want is to 'out' pupils unexpectedly. This is, of course, different to self realisation. Check in with parent/carers of pupils who don't yet know about their diagnosis, discuss what will be covered, and explore how parents would like it handled if pupils start to ask questions. It's worth noting that a significant proportion of the neurodivergent community find it validating to know about their diagnosis.

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Neurodiversity Celebration Week 16th-20th March 2026

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Neurodiversity Celebration Week 16th-20th March 2026

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Click here for resources to support Neurodiversity Celebration Week 16th-20th March 2026

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Click here for resources to support Autism Awareness Day and Autism Acceptance Month April 2026

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Don't forget to include DLD (Developmental Language Delay) in your discussions around neurodiversity, as it statistically impacts two students in every class but continues to be under-diagnosed.

Consider using neurodiversity celebration week to make a notice board or share information to parents.

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Talking about different communication styles (direct vs indirect) - KS1-2 social story-style assembly

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Talking about different communication styles (direct vs indirect) - KS1-2 social story-style assembly

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A Powerpoint for adapting to meet your needs: it covers how some people prefer a direct communication style, whereas other people's brains rely on 'filling in the gaps' more. It encourages all children to be more curious about what others are trying to communicate. Aimed at KS1-2. This could be used as an assembly or social story.

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BHISS autism and language teachers are trained to deliver the Future Minds lessons on neurodiversity awareness. Book us to deliver a session to a class or year group!

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How it works

The lesson comprises four short videos and one BONUS video from influencer and activist Ellie Middleton.

Between each video you can facilitate a conversation with your class.

The videos can either be played as one complete lesson or split across a week in assemblies, for example.

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Future Minds video series for primary school children

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The lesson comprises four short videos and one BONUS video from influencer and activist Ellie Middleton. Between each video you can facilitate a conversation with your class. The videos can either be played as one complete lesson or split across a week in assemblies, for example.

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University of Sussex and Brighton and Hove City Council worked together to create guidance on making PSHE curriculums and lessons more inclusive, based on research with pupils. Download this and share it with your PSHE co-ordinators and teachers (zip file)

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Improving access to PSHE curriculum for autistic pupils

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This playlist features young people talking about how their experiences differ,

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Hi, we're the Autistic Young Experts and on this channel you'll find out about our experiences of being autistic in our everyday lives, why we see autism as a difference and not a deficit, and why you should too! If you're new to our channel, please consider subscribing...

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Ambitious About Autism - pupil voice videos

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Ambitious About Autism - pupil voice videos

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Ambitious About Autism have produced a series of videos from autistic pupil's perspectives on a number of topics including autism, communication and meltdowns.

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Young people explain autism | Ambitious about Autism

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Autism month: staff training and whole school development

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Autism month: staff training and whole school development

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Click here for resources to support staff training around autism, as well as strategic changes we can make to enable all students to succeed in school.

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Click here for resources to support pupils in understanding more about autism.

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The NAS have developed a toolkit for supporting employers to reflect on how neuro-affirmative their work place is, and suggests small steps which can make workplaces fairer for all.

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World Autism Acceptance at Work Toolkit form

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This section is about supporting schools to become neuro-affirmative and supportive for staff, as well as pupils.

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The NAS have developed guidance on steps you can take to make your workplace more accessible to neurodivergent colleagues (with a focus on autism).

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Our Accessible environments guide looks at how you can adapt your environment to support autistic people and their families.

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Recommendations for making PSHE MORE inclusive

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Recommendations for making PSHE MORE inclusive

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Based on research with University of Sussex, BHCC schools and BHISS - changes to make to the content and delivery of PSHE to make it more inclusive.

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Skills which need to be embedded in an inclusive PSHE curriculum

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Skills which need to be embedded in an inclusive PSHE curriculum

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Based on research with University of Sussex, BHCC schools and BHISS - these are they skills which are most impactful within a PSHE curriculum. Use this document to check your PSHE curriculum coverage.

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Inclusive PSHE teaching in secondary school: guidance for teachers

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Inclusive PSHE teaching in secondary school: guidance for teachers

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Based on research with University of Sussex, BHCC schools and BHISS - this is the full report of research into inclusivity at the heart of our PSHE curriculum, and how we can support it.

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Inclusive PSHE in secondary school FULL REPORT

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Use this opportunity to reflect on the inclusiveness of your PSHE curriculum. In 2024, pupils from Brighton and Hove secondary schools supported researchers from University of Sussex and BHISS to create this guidance.