Since starting Portobello Behavioural Health 10 years ago, we have had the privilege of working with numerous neurodivergent children and their families. The numbers have increased exponentially and as a result we have become well versed in ways of supporting this community but also acutely aware of the challenges faced by individuals, families and institutions in getting to grips with new awarenesses. This experience has given me a deep understanding of the unique challenges they face navigating the British education system. While awareness of neurodiversity is thankfully growing, our current system still often falls short in providing the truly inclusive and supportive environment these children need to thrive. This issue is further compounded by recent policy changes, such as the introduction of VAT on independent schools, which could potentially exacerbate existing inequalities and limit access to specialised support.
One of the most significant challenges is the inherent rigidity of the traditional "one-size-fits-all" approach to education. Neurodivergent children, encompassing a wide spectrum of individuals with conditions like autism, ADHD, and dyslexia, possess diverse learning styles, strengths, and needs. These often clash with standardised curricula, conventional teaching methods, and the typical classroom environment. This mismatch can lead to feelings of frustration, anxiety, and low self-esteem, as these children struggle to conform to expectations that don't align with their neurology. Research by the Institute for Public Policy Research (IPPR) paints a stark picture: 40% of pupils with special educational needs (SEN) feel unsupported in school, compared to just 14% of their non-SEN peers. This statistic highlights the urgent need for a more individualised and flexible approach to education.
Another significant hurdle is the persistent lack of adequate identification and support. Many neurodivergent children remain undiagnosed or misdiagnosed, often due to a lack of awareness and understanding amongst educators and healthcare professionals. This delay or misidentification hinders their access to appropriate interventions and accommodations that could be crucial for their academic and social-emotional development. The IPPR study further revealed that only 39% of parents of children with SEN felt their school fully met their child's needs. This lack of support can have cascading negative consequences, resulting in academic difficulties, social isolation, and even exclusion from school.
Beyond academic challenges, the social and emotional well-being of neurodivergent children is often overlooked. These children may experience difficulties with social communication, emotional regulation, and sensory processing, making it challenging to navigate the social complexities of the school environment. Bullying, social exclusion, and a lack of understanding from peers and educators can significantly affect their mental health and overall well-being. A study by the National Autistic Society found that a staggering 70% of autistic children and young people have been bullied at school. This highlights the critical need for fostering a culture of empathy, acceptance, and inclusion within our schools.
The recent introduction of VAT on independent schools adds another layer of complexity to this already challenging landscape. While the policy aims to level the playing field between state and private education, it could have unintended consequences for neurodivergent children. The added financial burden may force some parents to withdraw their children from independent schools that were providing specialised support, potentially pushing them into a mainstream system ill-equipped to meet their needs. Independent schools often have more flexibility to cater to specific learning differences, offering smaller class sizes, tailored interventions, and specialist staff trained in supporting neurodivergent learners. Increased costs may limit access to these valuable resources, further widening the gap in educational opportunities. Moreover, an influx of students from the independent sector could place additional strain on already stretched state school resources, potentially impacting the quality of support available for all children, including those with SEN.
Integrating Specialist Coaching: A Potential Part of the Solution
In light of these challenges, it's crucial to explore innovative solutions that can bridge the gap and provide neurodivergent children with the support they need to flourish. Integrating specialist coaching within schools could be a game-changer in improving their educational experience.
We work with and alongside numerous schools and are often brought in to provide additional scaffolding where students are struggling. This can be for any number of presentations, but an increasing one is to support neurodivergent students. We are therefore seeing first hand what a difference coaching can make. In many instances it has been the difference between exclusion and inclusion. It has also been fascinating to see these relationships last through a number of years and an individual's educational journey. The manner in which the support has been delivered has varied greatly and been tailored to both the individual student and the environment in which they find themselves.
Specialist coaches, such as those trained in autism, ADHD, or specific learning difficulties, can provide targeted support to students, helping them develop coping strategies, improve social skills, and navigate the often overwhelming challenges of the school environment. These coaches can empower teachers by providing guidance and training on how to differentiate instruction, implement effective interventions, and create a more inclusive classroom environment that caters to diverse learning styles. They can also act as liaisons between parents, teachers, and therapists, ensuring a cohesive and coordinated approach to supporting the child's needs. By providing individualised support and fostering a sense of understanding, coaches can play a pivotal role in helping neurodivergent children develop self-confidence, resilience, and a sense of belonging.
The Role of Independent Sector Innovation
While the challenges within the state sector are significant, the independent sector often plays a crucial role in pioneering innovative approaches to education. These innovations can serve as a catalyst for positive change within the state sector, driving improvements in how we support neurodivergent learners.
Independent schools often have more freedom to experiment with new teaching methodologies, assistive technologies, and therapeutic interventions. They can be incubators for innovative programs that focus on personalised learning, social-emotional development, and fostering neurodiversity. Successful initiatives developed within the independent sector can then be adapted and implemented within the state sector, benefiting a wider range of students. This cross-sector collaboration can be facilitated through knowledge sharing, partnerships, and government initiatives that encourage the dissemination of best practices.
For example, independent schools might develop specialised curricula for students with dyslexia, implement innovative uses of technology to support autistic learners, or pioneer new approaches to supporting students with ADHD. State schools can then adopt and adapt these successful programs, leading to system-wide improvements in how we educate neurodivergent children. We are currently speaking with a number of different schools across Europe on how to incorporate best practice support for nerodivergent students alongside more general wellbeing programmes. Of course, a lot of this is fueled by the need to stand out in a tough economic environment, but also by a genuine desire to improve and by consumer demand.
Learning from International Best Practices
The UK can also learn from other countries that have been innovating in the field of neurodivergent education. For example:
- Finland: Known for its highly successful education system, Finland has embraced a more inclusive approach to education, with a strong emphasis on individualised learning and student well-being. They have integrated special education teachers into mainstream classrooms, providing support to both students and teachers. This model has been successful in reducing stigma and promoting inclusion for neurodivergent learners.
- Canada: Many Canadian provinces have adopted Universal Design for Learning (UDL) frameworks, which focus on creating flexible learning environments that cater to a wide range of learners. UDL principles emphasise multiple means of representation, engagement, and action and expression, providing students with diverse options for accessing and demonstrating their learning.
- Australia: Australia has been a leader in developing and implementing evidence-based interventions for autism spectrum disorder (ASD). They have invested heavily in early intervention programs and have a strong focus on supporting the transition of autistic students into further education and employment.
By examining these international examples and adapting successful strategies to the UK context, we can further enhance our efforts to create a more inclusive and supportive education system for all learners.
The Economic Case for Investing in Neurodiversity
While the moral and ethical arguments for supporting neurodivergent children are compelling in their own right, there is also a strong economic case for investing in their success. Failing to adequately support these children can lead to significant costs to society in the long term.
Early intervention and support for neurodivergent children have been shown to lead to improved academic outcomes, reduced need for specialised services later in life, and increased likelihood of successful employment and independent living. This translates into significant cost savings for the education system, healthcare system, and social services.
Conversely, a lack of support can lead to increased rates of school dropout, unemployment, mental health issues, and involvement in the criminal justice system. These outcomes have significant economic and social costs, highlighting the importance of proactive investment in the well-being and success of neurodivergent individuals.
By investing in early identification, personalised learning, specialist coaching, and other supportive measures, we can not only improve the lives of neurodivergent children but also reap significant economic benefits in the long run.
A Multi-Faceted Approach to Change
Addressing the challenges faced by neurodivergent children requires a multi-faceted approach that encompasses various levels of the education system:
- Early identification and intervention: Investing in comprehensive screening and assessment tools can ensure neurodivergent children are identified early and receive timely support, enabling them to reach their full potential.
- Personalised learning: Implementing flexible curricula and teaching methods that cater to diverse learning styles can create a more inclusive and supportive learning environment where every child feels valued and understood.
- Teacher training: Equipping educators with the knowledge and skills to understand and support neurodivergent children is crucial for creating a truly inclusive education system. This includes training on differentiated instruction, inclusive classroom management strategies, and understanding the unique needs of neurodivergent learners.
- Fostering inclusivity: Promoting awareness and understanding of neurodiversity within schools can help create a more accepting and supportive culture for all students. This can be achieved through initiatives such as awareness campaigns, peer support programs, and incorporating neurodiversity into the curriculum.
- Mitigating the impact of VAT: The government should carefully monitor the impact of VAT on independent schools and consider measures to mitigate any negative consequences for neurodivergent children, such as increased funding for SEN provision in state schools and ensuring equitable access to specialist support.
- Investing in specialist coaching: Integrating specialist coaches within schools can provide valuable support to neurodivergent children, their families, and educators, fostering a collaborative approach to meeting their needs.
- Cross-sector collaboration: Encouraging knowledge sharing and partnerships between the independent and state sectors can facilitate the dissemination of innovative approaches and best practices, benefiting a wider range of students.
- Learning from international best practices: Examining successful strategies from other countries can provide valuable insights and inspiration for improving our own education system.
By addressing these challenges and embracing innovative solutions like specialist coaching, cross-sector collaboration, and learning from international best practices, we can create an education system that truly supports the needs of all children, regardless of their neurodevelopment differences. It's time to move beyond a "one-size-fits-all" approach and embrace a more inclusive and personalised model of education that allows every child to reach their full potential. This investment will not only enrich the lives of neurodivergent individuals but also yield significant economic and social benefits for society as a whole. We already know things will head that way with the implementation of new AI tools, we need to make sure that the aspects not improved by AI and potentially made worse by AI will also be dealt with effectively.
Sources:
- Institute for Public Policy Research (IPPR). (2023). Transforming education for all: Putting inclusion at the heart of system change.
- National Autistic Society. (2019). The autism education trust: A national partnership for autistic children and young people.
