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LEANS: A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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LEANS: A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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Alcorn, A.M., Fletcher-Watson, S., McGeown, S., Murray, F., Aitken, D., Peacock, L.J.J., & Mandy, W. (2022). Learning About Neurodiversity at School: A resource pack for primary school teachers and pupils. University of Edinburgh. https://salvesen-research.ed.ac.uk/leans
See more citation guidance in our FAQs

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Learning About Neurodiversity at School (LEANS)

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A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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World Autism Awareness Month - School Resource Packs

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World Autism Awareness Month - School Resource Packs

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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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How to include young disabled people in activities - narrated by Warwick Davis 

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How to include young disabled people in activities - narrated by Warwick Davis 

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How to include young disabled people in activities - narrated by Warwick Davis for Scope

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What is Neurodiversity:  A Video for Children

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How Can Schools Better Support Neurodivergent Young People

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How Can Schools Better Support Neurodivergent Young People

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What do you wish your teachers knew? Autistic students share what they wish their teachers knew.

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What do you wish your teachers knew? Autistic students share what they wish their teachers knew.

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What is neurodiversity, how do we celebrate it, and what does neurodivergent mean? BBC newsround including a video with children sharing what it means to be neurodovergent

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What is neurodiversity, how do we celebrate it, and what does neurodivergent mean? BBC newsround including a video with children sharing what it means to be neurodovergent

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This week is Neurodiversity Celebration Week, and we've been finding out more about what it means to have a neurodifference.

Neurodiversity is a word used to describe the different thinking styles that affect how people communicate with the world around them.

It is an umbrella term - a word that sums up lots of different things. It includes conditions like autism, ADHD, dyslexia, dyspraxia, dyscalculia and tourette's.

Three of our press packers, Riley, Mateo and Lucy-Lu, spoke to Newsround about their experience of being neurodiverse.

Let's learn more about Neurodiversity:

What does neurodivergent mean?

The word comes from two parts - neurological and diversity.

Neurological means things to do with our brain, and diversity means things that are different.

It is a term used for lots of different people who have different thinking or communicating styles.

These include lots of different conditions, including autism and ADHD, which impact how people communicate with others and the world around them.

There's also conditions like dyslexia, which effects how people read and spell, or dyspraxia, which impacts your movement and co-ordination.

Umbrella term

This is what the word neurodivergent is - it sums up lots of different things under one term.

Some people might like to refer to specific conditions instead. However, there can also be some crossover with different neuro-differences, such as autism and ADHD.

Around 15-20% of all the people living in the world are thought to have a neuro-difference. No two people will be affected in the same way.

There are lots of famous people who have neuro-differences, including Lewis Capaldi, who has been raising awareness about his experience with tourette's.

Last year, a group of young people with autism sent a letter to the government, asking it to make schools more inclusive for pupils with neuro-differences. They wanted this to include policies around behaviour and uniform.

Going to school

Mateo, Riley and Lucy-Lu all go to the same school, and they are all neurodivergent.

Mateo has autism, and says he struggles with certain foods. He wears ear protectors when things are noisy. Lucy-Lu has ADHD and dyslexia, and says she finds it hard to focus in school, and will often fidget. She also uses ear protectors sometimes.

Riley has ADHD, and says he finds it tricky when he can't deal with his emotions if something he does not like happens.

Luckily in their school, they have lots of different things to help them throughout the day, including stand-up desks, sensory walls and activities, and places to go if they feel overwhelmed.

However, not everyone has access to the same support.

Riley, Mateo and Lucy-Lu's tips to make sure EVERYONE feels included:

What is Neurodiversity Celebration Week?

From the 13th - 19th March, people all over the UK are encouraged to think about neurodiversity and challenge stereotypes they might have about it.

Over 2,000 different schools have taken part in the past, to celebrate different minds and raise awareness about what it means to be neurodivergent.

If you have a condition like autism, ADHD, dyslexia or many others under the Neurodivergence umbrella, you can get support in school, from family and friends and if you need it, from the NHS.

Remember you can always talk to someone you trust about how you are feeling. If you're not sure who you would like to talk to, ring Childline on 0800 1111 who will be able to help you with how you are feeling.

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What is neurodiversity, how do we celebrate it, and what does neurodivergent mean?

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Neurodiversity week is from 13th - 19th March, and gives everyone a chance to learn more about what it means to be neurodiverse.

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#ImWithSam: raising awareness of learning disabilities and autism

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#ImWithSam: raising awareness of learning disabilities and autism

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#ImWithSam: raising awareness of learning disabilities and autism : Mentally Healthy Schools

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A detailed lesson plan designed to raise awareness of learning disabilities and autism amongst young people.

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Introduction to autism that aims to raise awareness among young non-autistic audiences, to stimulate understanding and acceptance in future generations.

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Victoria Honeybourne is a specialist advisory teacher and autistic. Her latest book, The Neurodiverse Classroom is published by Jessica Kingsley Publisher. Here Victoria tells us why she believes that adopting a neurodiversity model in mainstream schools benefits everyone.
Neurodiversity

There are many types of flowers. Daffodils, roses, lilies, daisies, orchids - all different and all beautiful. We do not consider any one type of flower superior to any other. We do not try to make the rose more daffodil‑like because we consider daffodils the best sort of flower. Flowers are not expected to be the same; this natural variation is accepted and celebrated as part of biodiversity.

There are different types of everything - flowers, trees, birds, rocks - and, of course, people. One specific aspect of human diversity is neurodiversity, or the diversity of ways in which humans think, learn and relate to others. Some estimates suggest that around 20% of the population could be neurodivergent in one way or another.

Unfortunately, this natural diversity of cognitive functioning is not yet recognised by our education and other systems. Some ways of being (such as those labelled with dyslexia, ADHD or autism) are currently considered 'inferior'. They are not yet seen as a natural aspect of human variation to be accepted and expected.

Despite huge advances in our understanding of autism and other neurodivergent conditions, it is still the medical model of disability which dominates in schools. We diagnose, giving pupils labels of 'disorders' and 'deficits', implying they are in some way inferior to their peers. We recognise that different flowers need different environments to thrive - some need sun, others shade, some flourish in sandy soil, others in chalky ground - yet assume all young people will benefit from the same environment and inputs.

Why we need a neurodiversity model

Having worked in several roles within the education system over the past decade, I am a firm advocate that adopting the neurodiversity paradigm brings innumerable benefits to all.

At present, many mainstream staff feel overwhelmed by the range of needs in their class, believing they need to do something wildly different for each child. I often hear statements such as, 'I've got one with ADHD, one with ASC, one with dyslexia and one with dyspraxia - how am I meant to teach all of them with 30 others to consider'.

Many mainstream teachers still believe that the SENCO or teaching assistant is responsible for meeting the needs of students with identified SEN, as these pupils require something 'different' that they have not been trained to teach.

Focussing too much on labels and diagnoses leads to assumptions and stereotyping. Staff might expect certain differences and difficulties, without getting to know the individuals.

Focussing only on those with identified SEN ignores the many others who also function differently but who do not quite meet the criteria for a diagnosis, or who on the surface appear to be 'coping' due to their ability to mask, copy or follow others.

Supporting neurodiversity

Implementing the neurodiversity paradigm in an educational setting simply means viewing things from a different perspective. It is about realising differences in brain function are a normal and natural aspect of human variation to be expected and accepted. It is about anticipating and preparing for a neurodiverse student population even before pupils set foot through the door.

Examples of this approach include:

making available for all a range of resources and equipment such as pencil grips, phonetic dictionaries and helpful software - those who do not need them will not use them but being available for all reduces stigma

producing written materials and signage which is clear, unambiguous and illustrated with helpful visuals

having a clutter-free environment free of auditory and visual distractions

ensuring all staff communicate clearly and consistently, allowing additional processing time and different ways of responding

giving all students the opportunity to work in quiet areas when needed and to spend social times in quieter areas when required

recognising that there are different - but equally valid - ways of doing things, and promoting acceptance of individuality and difference within the classroom

having policies and practices which do not discriminate or place neurodivergent students at a disadvantage.

These changes at a whole-school level (which are just as relevant to secondary schools as well as primary schools) will benefit a large proportion of the student population while disadvantaging nobody. Preparing for difference reduces staff stress and workload.

Of course, a small minority of pupils will need additional, highly specialised support, but from my experiences there are many needs which could be met effectively simply by changing the environment, policies and practices within the mainstream classroom.

Perhaps the biggest benefit of adopting the neurodiversity paradigm is that it encourages more helpful and accepting attitudes towards neurodivergent individuals and in society in general. Simply accepting that it is normal to be different can go a long way in increasing self-esteem, confidence and achievement in individuals.

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Victoria Honeybourne discusses adopting a neurodiversity model in mainstream schools

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Understanding the Spectrum - comic strip resource

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Understanding the Spectrum - comic strip resource

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get me out of here

When someone has a neurodevelopmental condition, it means their brain is 'wired' in a way that is different from most other people's.

Neurodevelopmental conditions include: Autism, ADHD, dyslexia, tics and Tourettes.

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Find out more about a range of neurodevelopmental conditions including autism and tics, and how they can affect day to day life.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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In this room, you’ll find all the latest episodes of The SEND Network Podcast, and further discussion and resources.

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A selection of articles and opinion pieces written by professionals and autistic people who share their knowledge, good practice, research and advice for anyone working with autistic people. 

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A selection of articles and opinion pieces written by professionals and autistic people who share their knowledge, good practice, research and advice for anyone working with autistic people. 

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Here you'll find a selection of articles and opinion pieces written by professionals and autistic people who share their knowledge, good practice, research and advice for anyone working with autistic people. New articles will be published each month.

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Here you'll find a selection of articles and opinion pieces written by professionals and autistic people who share their knowledge, good practice, research and advice for anyone working with autistic people. New articles will be published each month.

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Undoing Ableism -  sourcebook for teaching about disability and anti-ableism (for those who teach all ages)

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Undoing Ableism -  sourcebook for teaching about disability and anti-ableism (for those who teach all ages)

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Categorized in: Schools and Colleges

Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K-12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.

Susan Baglieri is Associate Professor of Special Education at Montclair State University.

Priya Lalvani is Associate Professor of Inclusive Education at Montclair State University.
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Categorized in: Schools and Colleges Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K-12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change.

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History KS3: Helen Keller - The writer who proved her disability was not debilitating

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History KS3: Helen Keller - The writer who proved her disability was not debilitating

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History KS3: Helen Keller - The writer who proved her disability was not debilitating

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In this short documentar, Sanjeev Bhaskar sees how deafblind writer Helen Keller was defined by what she could do.

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KS2 PSHE: Encouraging understanding and inclusion - same but different

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KS2 PSHE: Encouraging understanding and inclusion - same but different

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A collection of short films for primary schools in which children with a range of disabilities, learning differences and medical conditions tell us about their lives. The content is designed to encourage understanding and inclusion, both at school and in the wider world.

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Young people’s wellbeing guide for stressful situations

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Young people’s wellbeing guide for stressful situations

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Secondary

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Young people’s wellbeing guide for stressful situations : Mentally Healthy Schools

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A guide for young people, by young people, about coping with stressful situations and advice on how to manage them.

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Stories that never stand still: a young person’s guide to ADHD (young people aged 10 and up)

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Stories that never stand still: a young person’s guide to ADHD (young people aged 10 and up)

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Stories that never stand still: a young person's guide to ADHD : Mentally Healthy Schools

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This free information booklet shares the stories, struggles and achievements of those with ADHD.

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

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

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Webinar Training: Teaching for Neurodiversity - British Dyslexia Association

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Webinar Training: Teaching for Neurodiversity - British Dyslexia Association

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Webinar Training: Teaching for Neurodiversity - British Dyslexia Association

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This webinar training package aims to improve identification and understanding of dyslexia and other SpLD. It is for teachers and support staff, dyslexic...

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What is neurodiversity? videos for children (aimed at children aged 7 - 11)

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What is neurodiversity? videos for children (aimed at children aged 7 - 11)

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What is neurodiversity? videos for children : Mentally Healthy Schools

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Two illustrated videos which introduce neurodiversity to primary-aged children, using simple imagery to describe the differences in our brains.

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Celebrate neurodiversity in all its forms with our free toolkits of resources for pupils and staff.

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Neurodiversity Celebration Week toolkit : Mentally Healthy Schools

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Celebrate neurodiversity in all its forms with our free toolkits of resources for pupils and staff.

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A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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Alcorn, A.M., Fletcher-Watson, S., McGeown, S., Murray, F., Aitken, D., Peacock, L.J.J., & Mandy, W. (2022). Learning About Neurodiversity at School: A resource pack for primary school teachers and pupils. University of Edinburgh. https://salvesen-research.ed.ac.uk/leans
See more citation guidance in our FAQs

# data[].attributes.attachment_link.title
Learning About Neurodiversity at School (LEANS)

# data[].attributes.attachment_link.description
A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.