We recently welcomed experts from Anna Freud Centre, Off the Record Bristol and Avon and Wiltshire Partnership NHS Trust (AWP) to share their experiences on how to support and implement whole school approaches. This also included the importance of cross service partnerships in delivering successful interventions that support and improve the mental health and wellbeing of children and young people.
The last section of the event featured a Q&A session, with some specific focus on how support for neurodivergent children and young people should be considered.
You can watch the full webinar on-demand here.
Questions to consider to provide greater support for neurodiversity in schools:
As part of understanding the needs of all children and young people when implementing whole school approaches, it is important to recognise that neurodivergence itself is not a factor that causes mental health difficulties. However, it can make young people more vulnerable to experiencing other factors that do cause mental health concerns, such as bullying or peer pressure. Therefore, it is important to consider the unique needs of neurodivergent young people when implementing mental health support strategies.
The reasons why neurodivergent young people struggle with their mental health can often be quite different to neurotypical individuals. Neurodivergent young people may experience differences in understanding social situations and relationships, and can often be misunderstood by neurotypical people.
How can we ensure that whole school approaches are inclusive of neurodivergent children and young people?
It’s crucial to consider the unique needs of neurodivergent children and young people when developing whole school approaches. We must approach them with sensitivity and understanding, avoiding assumptions about their experiences. By meeting neurodivergent individuals where they are at, we can create more inclusive and supportive learning environments.
School leaders are often highly focused on attendance and attainment. How can whole school approaches help to improve this?
Emotionally based school non-attendance is on the rise, presenting a growing concern for educators, families, and communities. It is essential to explore the complex reasons why many young people struggle to attend school or college, as these can range from heightened social anxieties and mental health challenges to feelings of overwhelm in academic settings. We need to implement effective support mechanisms aimed at reducing the anxiety and stress that often accompany the school environment. By addressing these factors, we can create a more supportive educational environment that encourages students to engage and thrive.
How can policy and practice help provide support for neurodiversity?
School leaders will need to re-evaluate policies and practices to redefine what is considered “normal,” ensuring this perspective will embrace a neurodiverse approach. In addition, this requires examining how certain behaviours are understood and interpreted, as traditional sanctions often disproportionately affect neurodivergent students. By adopting policies that recognise and support the unique needs of neurodivergent young people, schools can reduce the risk of unfair disciplinary measures and focus on creating a more inclusive, supportive environment that empowers every student to succeed.
How can we incorporate the voice of the young person and lived experience into whole school approaches?
For school leaders, listening to young people’s voices is crucial for developing effective, supportive approaches. Practitioners can work with peer mentors within schools to incorporate the voice of young people. This can therefore, help to get messages across that treatment and support is with the young people, not just for them; they can influence it.
We have to recognise that we can’t just listen to one single voice and rely on a one-size-fits-all approach. Schools can address this by championing the voices of neurodivergent students, actively listening to a variety of lived experiences. By doing so, they can better understand how to make meaningful adaptations within their services. As a result, they create a more inclusive environment that not only reflects but also actively supports the diversity of neurodivergent perspectives.
Many individual practitioners are now actively considering neurodivergence and adapting resources and interventions to better support neurodivergent individuals. As well as this, engaging in community of practice events to learn from effective approaches used by other services can provide valuable insights and help shape best practices moving forward.
How important is data in improving support for neurodiversity services?
Capturing data is essential to the continued improvement of neurodiversity services and patient outcomes. Moreover, neurodivergent people are often underrepresented in mental health services, highlighting the need for informed, targeted improvements. Therefore, by collecting and analysing data, leaders can make evidence-based decisions to enhance the experiences of neurodivergent individuals. This will help to ensure that services are both effective and responsive to their unique needs.
Recognition from society as a whole is also important to any whole school approach. Neurodivergent individuals should be celebrated as unique and valuable members of our communities.
Explore more resources below:
- How HFEH Mind used iaptus to secure funding for a crisis drop-in centre in West London which supports neurodiverse CYP. Watch Video
- Top Tips for MHSTs Supporting Neurodivergent Children and Young People
- Q&A with Nottinghamshire MHST – Adapting to Better Support Neurodivergent Children and Young People
- How to better engage neurodivergent CYP in therapy
- Neurodiversity celebration week: supporting children, young people and their families
