Neurodivergent People
Neurodivergent People
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Blog Post 1 - April 2025
Beyond Labels:
What Every School Leader Should Know About Neurodivergence
Current estimates put the number of neurodivergent people at about 1 in 7, or between 15-20% of the population.[1] That’s about 4 or 5 neurodivergent pupils in each class at any time. As educators, we know how important it is to ensure that we’re meeting the needs of all our learners, but we also know that the current system is not designed to support these children. Being inclusive of our neurodivergent students means going beyond surface level accommodations, and requires us to have a deep understanding of their lived experiences.
What is Neurodivergence?
The reason why estimates for neurodivergence are so high is because it is an umbrella term, covering a wide range of differences and conditions. The term was coined by autistic sociologist Judy Singer[2] in the 90s to describe people whose brains process information differently from most. Although autism has always been a focus of neurodivergent research, many other conditions are also welcomed under the umbrella. These include:
- Autism: Differences in social communication, sensory processing and routine preferences.[3]
- ADHD (Attention Deficit Hyperactivity Disorder): Challenges with executive functioning, attention regulation and impulsivity[4]
- Dyslexia: Difficulties with reading, writing and spelling, often along with strong problem-solving abilities[5]
- Dyspraxia (Developmental Coordination Disorder): Impacts motor skills, organisation, and spatial awareness[6]
- Dysgraphia: Difficulties with spelling, writing, and putting ideas on paper generally[7]
- Dyscalculia: Difficulties understanding, recalling or using numerical information[8]
- Tourette Syndrome: Tics and involuntary uncontrollable sounds and movements, which can increase under stress[9]
- Auditory Processing Disorder: Affects ability to understand auditory information[10]
- Irlen Syndrome: A perceptual processing disorder that affects the brain’s ability to understand visual information[11]
- Hyperlexia: Precocious ability to read, usually self-taught before age 5, and / or intense interest in letters, numbers, or other visual patterns[12]
These are not the only neurodivergent conditions, but you can see from the list that the term neurodivergent encompasses many more conditions and experiences than simply autism and ADHD, which are the most commonly known.
Every student’s experience is unique and these conditions often overlap, so we need to take an individualised approach to support.
How Does Neurodivergence Present in the Classroom?
Again, each pupil will have a different set of challenges and strengths depending on their neurodivergent conditions, profile and personality, so this is definitely not an exhaustive list! However, many neurodivergent students have difficulties in at least one of the following areas:
- Sensory Processing: Bright or flickering lights (fluorescent lights are regular culprits), loud or piercing sounds, textures, tastes or smells can all be overwhelming and distracting. Pupils may display overt anxiety and distress – crying, covering ears – or become very quiet and withdrawn.[13]
- Executive Functioning: Struggles with organisation, time management and task initiation. Learners might regularly lose or forget equipment or belongings, take much longer than expected to complete work, or find it difficult to get started at all. [14]
- Social communication: Verbal expression, non-verbal cues and social reciprocity can all be challenging. Neurodivergent people often communicate differently from their neurotypical peers, and this can cause difficulties. They may be excluded from friendship groups, find it difficult to work with others, or struggle to express their feelings. [15]
- Emotional Regulation: Often more prone to anxiety, frustration, or meltdowns in response to stressful situations. This can manifest as loud outbursts, as the child is too overwhelmed to continue, but can also take the form of quiet ‘shutdowns’ which might be overlooked.[16]
Some Common Myths about Neurodiversity
Myth 1: Neurodivergent students just need to try harder
We all know students who have been labelled as lazy or unmotivated. However, they may well be struggling with executive function difficulties, sensory overload, or exhaustion from constantly trying to fit in and navigate social situations they don’t have the tools for. When we tell them to ‘just focus’, or ‘pay more attention’ we are overlooking their need for support.
Myth 2: If they don’t act out, they don’t need help
Many neurodivergent students, particularly girls, are more likely to internalise their struggles and difficulties, hiding or masking their challenges so they can fit in better. This frequently leads to burnout and mental health problems if their needs are not met. [17]
Myth 3: Accommodations give neurodivergent students an unfair advantage
Providing our students with accommodations like extra processing time, movement breaks or sensory / quiet rooms isn’t about advantage, but about equity. [18] Neurodivergent pupils often face significant barriers to accessing education. When schools recognise and remove those barriers then all our students benefit.
How School Leaders Can Promote True Inclusion
- Redefine Success: Move away from traditional behaviour management approaches and focus on the strengths of individual learners. [19]
- Train School Staff on Neurodivergence: Equip teachers and teaching assistants with knowledge and strategies to create inclusive learning environments.
- Involve Students and Families: Work collaboratively with our neurodivergent pupils and their families to develop tailored support strategies that actually work.
- Create Flexible Learning Environments: Allow for movement, sensory breaks, and alternative ways to demonstrate learning.[20]
Understanding neurodivergence is the first step we can take towards creating an inclusive and supportive educational environment. By challenging the myths that exist around neurodivergence and implementing evidence-based strategies, schools can empower our neurodivergent learners to thrive. [21]
Would you like more resources on creating a neurodivergent-friendly school? Download our Neurodivergence Inclusion Checklist below and sign up for our newsletter and be the first to be notified about our upcoming webinar for school leaders!
[1] Doyle N. ‘Neurodiversity at work: a biopsychosocial model and the impact on working adults’. Br Med Bull. 2020 Oct 14;135(1):108-125.
[2] Singer, Judy. ‘Neurodiversity : The Birth of an Idea’. 2017.
[3] National Autistic Society. ‘What is Autism?’ https://www.autism.org.uk/advice-and-guidance/what-is-autism
[4] CHADD ‘Understanding ADHD’ https://chadd.org/understanding-adhd/
[5] British Dyslexia Association ‘What is Dyslexia?’ https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia
[6] Dyspraxia UK ‘What is DCD/Dyspraxia?’ https://dyspraxiauk.com/definition-of-dyspraxia
[7] International Dyslexia Association ‘Understanding Dysgraphia’ https://dyslexiaida.org/understanding-dysgraphia/
[8] British Dyslexia Association ‘What is Dyscalculia?’ https://www.bdadyslexia.org.uk/dyscalculia
[9] Tourette Association of America. ‘What is Tourette?’ https://tourette.org/about-tourette/overview/what-is-tourette/
[10] Great Ormond Street Hospital ‘Auditory Processing Disorder’ https://www.gosh.nhs.uk/medical-information-0/auditory-processing-disorder/
[11] Irlen ‘What is Irlen Syndrome?’ https://irlen.com/what-is-irlen-syndrome/#:~:text=Irlen%20Syndrome%20is%20a%20type,problems%20involving%20sight%20or%20vision.
[12] WebMD ‘What is Hyperlexia?’ https://www.webmd.com/children/what-is-hyperlexia
[13] ChildMind Institute ‘How sensory processing issues affect kids in school’ https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/
[14] Harvard Health ‘Executive Function in Children’ https://www.health.harvard.edu/blog/executive-function-in-children-why-it-matters-and-how-to-help-2020121621583
[15] National Autistic Society ‘Social Communication Skills in the Classroom’ https://www.autism.org.uk/advice-and-guidance/professional-practice/communication-skills-classroom
[16] MindMate ‘Emotions & ND’ https://mindmate.org.uk/neurodiversity-information-hub/neurodiversity-characteristics/emotions-nd/
[17] The Brain Charity ‘What is Masking?’ https://www.thebraincharity.org.uk/what-is-masking/
[18] The Education Hub ‘Reasonable Adjustments’ https://educationhub.blog.gov.uk/2023/04/what-are-reasonable-adjustments-and-how-do-they-help-disabled-pupils-at-school/
[19] British Psychological Society ‘Neurodiversity Affirmative Education’ https://www.bps.org.uk/psychologist/neurodiversity-affirmative-education-why-and-how
[20] The Universal Design for Learning Guidelines https://udlguidelines.cast.org/static/udlg3-graphicorganizer-digital-nonumbers-a11y.pdf
[21] British Psychological Society ‘What does Neurodiversity Really Imply for Education?’ https://www.bps.org.uk/psychologist/what-does-neurodiversity-really-imply-education
Blog Post 2 May 2025
The Herculean Trials of Disabled Neurodivergent People:
Navigating PIP, Access to Work, and Disability Support in the UK
In Greek mythology Heracles, more commonly known to us as Hercules, was set 12 impossible tasks to complete as penance for a crime he had committed. For disabled neurodivergent people in the UK, this is less a fictional scenario, and more the daily reality. From applying for Personal Independence Payment (PIP) to struggling with Access to Work, we must navigate a labyrinth of bureaucratic hurdles, prejudices, and a system that was never built to support us. It’s as if we’re tasked with completing impossible feats, each one more gruelling than the last, simply because we exist in a way society deems “other.” These Herculean tasks, whether navigating delays, fighting against cuts, or battling societal misconceptions, reveal the deep flaws in how we treat those of us who need support the most.
The Labyrinth of Waiting – PIP and Access to Work Delays
Much like the labyrinths of ancient myths, there’s no clear path out, only dead ends and endless waiting. As of 2024, the average waiting time for a PIP decision was 15 weeks, with many waiting even longer [1]. During this time, those in need of support are left in limbo, unable to plan for their future, or to access the financial or workplace support they need to thrive. For Access to Work claims, the situation is just as dire, with individuals often left unsupported for months while waiting for decisions that will allow them to work effectively [2]. These delays can be devastating, locking disabled individuals in a never-ending struggle, where the goal is simply to get a fair chance at support.
Slaying the Budget Beast – Government Cuts to Disability Benefits
A new but at the same time ever-present Herculean task comes in the form of government cuts to disability benefits. Instead of strengthening the support systems that are already failing to meet the needs of disabled neurodivergent people, the government’s focus seems to be on cutting costs, with the unfortunate side effect of deepening the struggles of those who rely on these services. Recent proposals suggest tightening eligibility criteria for disability benefits as a way to save money [3]. The irony is that many neurodivergent individuals have been severely under-supported for years, and now, as more people are diagnosed and finally get the help they’ve needed for decades, the system tries to push them back down again. The real task here isn’t saving money; it’s creating a system that recognizes the historical underfunding and neglect of neurodivergent people and rectifying it. However, it is very likely that cutting supports will result in much larger expenses overall, as mental health rates decline further due to more people being pushed further into poverty, and as costs are shunted onto the overburdened NHS and local councils.
Confronting the Mythical Beasts of Stigma – “Everyone is ADHD or Autistic Now”
A particularly damaging part of the Herculean journey involves slaying the mythical beasts of stigma that lurk in the media. One of the fiercest is the narrative that “everyone is ADHD or autistic now,” suggesting that neurodivergence is being over-diagnosed. This myth has fuelled harmful assumptions about the “over-diagnosis” of ADHD and autism, as if people are jumping on a trend. In reality, the truth is far more complex. ADHD and autism have long been underdiagnosed, particularly among women, people of colour, and those from lower-income backgrounds [4]. The task here is not only fighting these stigmas but also overcoming years of systemic neglect in the form of inaccurate and biased diagnostic practices. Greater awareness and improved diagnostic processes are finally allowing more people to get the support they’ve always needed.
Battling the Hydra – Co-occurring Conditions and the Lack of Integrated Support
For many neurodivergent people, the journey doesn’t end with just one challenge. The obstacles frequently multiply, like the heads of the Hydra Hercules faced. Co-occurring conditions are a daily reality for many neurodivergent people, yet this intersection is often ignored by the support systems meant to help. Studies show that we are more likely to experience chronic pain, hypermobility syndromes, and autoimmune disorders alongside ADHD or autism [5]. The problem? Support services tend to treat these conditions separately, forcing individuals to battle multiple “monsters” at once without the integrated care they need. This Herculean task is compounded by the lack of recognition that our systems often fail to support the complex nature of neurodivergence and physical disability together.
Escaping the Vicious Circle – “Mental Health is Not an Excuse”
Another Herculean battle is the pervasive myth that “mental health is not an excuse". This claim perpetuates the belief that those who struggle with mental health challenges are simply not resilient enough to work. This mindset only exacerbates the real challenges faced by neurodivergent individuals, who are as a result more likely to experience anxiety, depression, and other mental health issues. Studies show that workplace stress, discrimination, and lack of accommodations can severely impact mental health, creating an ongoing battle for neurodivergent people in work environments that are not designed for them [6]. Simultaneously placing neurodivergent people into situations that negatively impact our mental health, then mocking us for those mental health struggles is a true vicious circle. This battle isn’t just about individual strength; it’s about continuing to challenge public perceptions of mental health issues, while simultaneously ensuring that systems are created to prevent work from causing those issues in the first place.
The Final Labyrinth – Creating a Truly Inclusive System
The final Herculean task is the most daunting of all: the creation of a system that truly understands and accommodates neurodivergent people. While demand for PIP and Access to Work continues to grow, government policies seem more focused on cutting costs than addressing real needs. The solution isn’t to make it harder to access support; it’s to build a system that offers a fair, inclusive, and empowering experience for all disabled neurodivergent people. This Herculean task requires not just political will but societal change. It’s a task that demands understanding, empathy, and a commitment to rebuilding our biased and inadequate systems.
The Hero's Quest
As we neurodivergent people continue to face these Herculean tasks, it's more important than ever that we as a society push for systemic change. The truth is that these trials are not feats of strength that should be expected of anyone. They're unnecessary barriers that make the already challenging journey of neurodivergent people even harder. Let’s work together to remove these barriers and create a world where neurodivergence is not a burden to bear, but a difference to be celebrated.
If you’ve faced challenges with PIP or Access to Work, I’d love to hear your experiences. What’s working, and what isn’t? What Herculean tasks have you faced in your journey so far?
Sources:
[1] UK Government - PIP Statistics: https://www.gov.uk/government/statistics/personal-independence-payment-statistics-to-january-2024/personal-independence-payment-official-statistics-to-january-2024#clearance-and-outstanding-times
[2] Disability Rights UK - DWP Admits Access to Work is failing disabled people: https://www.disabilityrightsuk.org/news/dwp-admits-access-work-support-failing-disabled-people?srsltid=AfmBOoqR29NfkwOfEDpcOlwPEk3Q_mBBUxOp_ZYPAiMzSSCT3uGMwNU3
[3] Scope - Disability Benefit Changes: https://www.scope.org.uk/the-disability-benefits-green-paper-what-you-need-to-know
[4] Missouri Medicine - ADHD Diagnostic Trends: Increased Recognition or Overdiagnosis?: https://pmc.ncbi.nlm.nih.gov/articles/PMC9616454/
[5] Springer - Comorbidity Between Mental and Physical Disorders in Children and Adolescents: Identification, Management, and Treatment: https://link.springer.com/chapter/10.1007/978-3-031-81802-8_12
[6] PLOS One - Workplace discrimination as risk factor for long-term sickness absence: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0255697
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