An Affirming Foundation

The strategy was created by Dr Freya Spicer-White, Consultant Clinical Psychologist, alongside consultation with neurodivergent students.

Their experiences, perspectives and ideas helped shape an approach that is grounded in what our neurodivergent students tell us they need from their school.

Our aim is not to make neurodivergent students fit more comfortably into systems that were not designed for them. It is to understand the individual, recognise their strengths and differences, reduce unnecessary barriers and create environments in which our students feel that they belong, they are known and they can develop in ways that are meaningful to them.

Ask the student. Ask what helps. Ask what makes things harder. Ask before assuming.

Our neurodivergent students are the experts in their own experiences.

ASK means taking time to understand how each young person communicates, learns, regulates, connects with others and experiences the world around them. It means being curious about behaviour rather than immediately trying to change it.

ASK also means listening in different ways. Not every student will communicate their views easily through spoken language. We may need to use visual communication, observation, familiar adults, AAC or other approaches so that every student has meaningful opportunities to express their preferences and needs.
We do not assume that one neurodivergent student’s experience will be the same as another’s.

We ask.

Accept neurodivergence as part of human diversity.

Acceptance means recognising that neurological differences are not flaws that need to be removed or changed.

Autistic students, students with ADHD, with Dyslexia and with other neurodivergent differences may think, communicate, learn, process sensory information or experience emotions in unique ways. These differences can bring strengths as well as challenges, and both deserve to be understood.

ACCEPT means moving away from approaches that focus on making our students appear less neurodivergent.

Instead, we consider what we can change in their environment. Can we reduce sensory demands? Make expectations clearer? Allow movement? Provide more processing time? Communicate differently? Create greater predictability?

Our aim is for our students to feel that they can be themselves without needing to hide important parts of who they are in order to belong.

We accept.

Develop skills, confidence, environments and opportunities.

DEVELOP is about helping our students build the skills that matter to them: communication, independence, emotional understanding, self-advocacy, relationships, learning, employment or everyday living. It means ensuring that their education is meaningful, respectful and focused on improving their quality of life.

We create opportunities for our students to participate successfully in different kinds of academic, pastoral, creative and sporting activities so they can DEVELOP to their full potential.

We want our students to understand their own strengths and needs, DEVELOP self-confidence and have increasing choice and control over their lives.

The focus is to enable and empower an individual to grow and flourish.

We develop.