Celebrating Neurodiversity: How Neuro Inclusive Practice Supports Difference, Strengths and Needs

This week is Neurodiversity Celebration Week, a chance to recognise and celebrate the different ways that people think, feel, learn and communicate. In my work as an Educational Psychologist, I spend much of my time with neurodivergent children and young people, most often those who are autistic, have ADHD and co‑occurring needs – including children with and without a diagnosis. I work closely with families and schools who want to create environments where children can feel calm, connected and ready to learn.

What do we mean by neurodiversity and neurodivergent?

Neurodiversity is a biological fact: human brains are naturally different from each other, and there is no single “right” way to think or learn. In fact, we need neurodiverse thinking as much as we need a biodiverse natural world. Some people are described as neurodivergent. This means that their brains and nervous systems process the world differently from the majority.

It’s important to use language that supports our understanding of neurodiversity and shows respect for neurodivergent people. It helps shift us away from language of ‘disorder’ and ‘deficit’, and towards recognising a child’s strengths and support needs, reducing stigma and builds understanding.

Here are some key terms you might come across when learning about neurodiversity.

• Neurodiversity: the natural diversity of human minds - different ways of thinking, feeling and experiencing the world.

• Neurodivergent: someone whose brain develops or processes information differently from the majority.

• Neurotypical: someone whose brain follows “typical” or expected developmental patterns.

• Neurodiverse: any group containing a mix of neurodivergent and neurotypical people.

Importantly, it is not accurate to refer to a person as ‘having neurodiversity’ or ‘being neurodiverse;’ rather they are neurodivergent. You may also hear about a ‘neurodivergent umbrella’ – this refers to the many different types of neurodivergence, such as autism, ADHD, Tourette’s, dyslexia, dyscalculia and many other forms of learning and mental health needs.

What is neuro‑affirming practice?

Neuro‑affirming practice starts from the understanding that neurodiversity is a natural and valuable part of human variation - all brains develop differently. Rather than focusing on what a neurodivergent child cannot do, neuro‑affirming practice recognises their strengths, needs and the relationships and environments that make them feel safe, calm and able to learn. It means listening to neurodivergent people, understanding and respecting differences in communication, sensory processing and executive functioning, and designing environments that reduce stress rather than expecting children to mask or fit in. It is about creating accessible and supportive learning environments for all pupils, where acceptance and genuine belonging replace pressure to appear “typical.” In schools, this means shifting the environment, supporting relationships and adapting tasks so that children don’t have to choose between being themselves and being accepted.

“The opposite of belonging is fitting in” (Brene Brown, 2019)

Importantly, being neuro‑affirming does not mean ignoring support needs or pretending that challenges don’t exist. Many neurodivergent children, including those who are autistic and/or have ADHD and co‑occurring needs, face real barriers to education, from sensory overwhelm to difficulties with attention, organisation or social communication. These barriers can lead to increased anxiety, masking, meltdowns and burnout.

A neuro‑affirming approach acknowledges these challenges with compassion, while avoiding practices that aim to “fix” difference or train children to act more neurotypical at the expense of wellbeing. It promotes approaches that help children develop meaningful skills, create environments where high expectations are achievable, and respect the child’s identity and support them to advocate for the help they need. It includes those children who are diagnosed, missed, misunderstood, misdiagnosed or masking.

Handelsman Psychology’s approach to neuro-inclusion

Our aim is to make learning and education more enjoyable for children and young people. We use a holistic framework to understand the whole child and put the child’s voice at the centre of our work. We recognise that children develop differently from each other and have different support needs at different times and in different environments.

We know that neurodivergence does not exist in isolation. A child’s experiences are shaped by many intersecting factors, such as race, gender, culture, language, difficult childhood experiences and socioeconomic background, all of which influence how their needs are understood and supported.

Understanding neurodivergent experiences and using neuro-affirming practice is an ongoing area of development at Handelsman Psychology. We recognise the importance of continuing to learn from neurodivergent children and adults who share their experiences and other forms of research, such as evidence from developmental psychology, trauma-informed practice and theories on executive functioning.

Supporting schools to become more neuro‑inclusive

Much of our work focuses on helping schools move from good intentions to meaningful, sustainable neuro‑inclusive practice. Schools are working incredibly hard to balance curriculum demands, behaviour policies and attendance expectations, at a time when assessment pathways, mental health services and school resources are under significant pressure.

Most classrooms were designed with an ‘average’ learner in mind - a learner who doesn’t reflect the diverse range of thinkers actually in our schools today. This has been recognised by the government’s new Schools White Paper, Every Child Achieving and Thriving (2026), which sets out a national intention to create inclusive school environments “ensuring those who have been sidelined are included.”

Our Neuro‑Inclusive Practice in Schools project has been developed to help schools respond to this reality in a structured, evidence‑informed way. This is not just an INSET training; this is a project created for schools who want to effect real change in school over time. Together we upskill school staff, create action plans that turn ideas into concrete actions and embed new practice through review meetings that celebrate success and problem solve challenges.

These projects are rooted in the belief that “kids do well if they can” (Ross Greene, 2008) and that when adults understand a child’s way of experiencing the world, we can create the best environments and relationships for them to be able to belong, learn and achieve.

Supporting families who support neurodivergent children

Another core part of our work is helping families to better understand and support their neurodivergent children. Many parents come to us because they can see that their child is finding something difficult at school - learning, regulating emotions, managing friendships, or coping with school - but they are unsure why, or what might help. They often want support advocating for their child at school too.

Our individual work is child‑centred, holistic and collaborative. For some children, this begins with a consultation, where we meet with parents and often school staff to talk about the child’s experiences, strengths and current challenges. For others, we carry out a fuller educational psychology assessment, which may include observations, consultations, questionnaires and 1:1 activities depending on the child’s age and needs. We work with parents and teachers, and young people themselves, to describe how the child or young person thinks, learns, feels and communicates and importantly, why certain situations may be harder than others.

Developing this shared understanding is particularly important for neurodivergent children who may, and often do, present differently at school and at home, usually due to the different physical and sensory environments and the different learning and social demands. Together we then agree practical and achievable next steps. These might include adjustments in school, strategies to support learning or emotional wellbeing, ideas for home routines, and sometimes signposting to other services.

Final thoughts

As we mark Neurodiversity Celebration Week, it feels more important than ever that our schools reflect the diversity of the children within them. When we understand a child’s way of experiencing the world, we can help them understand themselves, be proud of who they are and advocate for the support they need in a world largely designed around neurotypical development and expectations. When we create neuro-inclusive schools, we create spaces where these children can belong, learn more easily and enjoy education.