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.

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.

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

• Neurodiversity Celebration Week

• Autism Acceptance month

• 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.

• 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.

• 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!

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?

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

• 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.

• 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.

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).

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).