Understanding neurodiversity
What neurodiversity means, some common differences, and support you can ask for now. Help does not need to wait for a diagnosis.
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What neurodiversity means
Neurodiversity means that human brains work in different ways. People think, learn, communicate, notice and respond to the world differently, and this variation is a normal part of being human. A person may describe themselves as neurodivergent when their brain develops or works differently from what is usually seen as typical. This can include autism, ADHD, dyslexia, dyspraxia, dyscalculia and Tourette’s syndrome. A young person may have more than one neurodevelopmental difference, but no two neurodivergent young people are the same. Start with the child in front of you, not the label. For a whole-person approach, see Chapter 6. Girls may be missed because they can hide, copy or mask difficulties in order to fit in, so a young person who appears quiet or settled may still be finding things very difficult.
Common neurodivergent differences
Attention deficit hyperactivity disorder, usually called ADHD, is a neurodevelopmental condition. It can affect attention, organisation, impulse control and activity levels.
A young person with ADHD may find it hard to concentrate, sit still, wait, organise tasks or pause before acting. ADHD is not naughtiness and it is not linked to intelligence. Many young people with ADHD are highly creative, energetic and able to focus deeply on things that interest them.
Autism is a neurodevelopmental difference that affects how a person experiences and interacts with the world.
Autistic people may communicate, understand social situations or respond to sensory information differently. Some may prefer routine, find unexpected change difficult, feel overwhelmed in busy or noisy spaces, or have deep interests that matter to them. Autism looks different for every person.
Dyslexia is a specific learning difficulty that can affect reading, spelling and writing. It is not linked to intelligence, effort or motivation.
A young person may be bright, imaginative and knowledgeable, while still finding written words or spelling difficult.
Dyspraxia is another name often used for developmental coordination disorder, or DCD.
It can affect coordination, balance, handwriting, planning movements and organisation. A young person may find tasks such as catching, tying shoelaces, using cutlery, writing or organising themselves more difficult.
Dyscalculia is a specific learning difficulty that affects understanding and using numbers.
A young person may find maths, telling the time, handling money, remembering number facts or understanding quantities unusually difficult.
Tourette’s syndrome is a neurological condition involving tics. Tics are movements or sounds a person makes that they cannot easily control.
Stress, tiredness or excitement can make tics more noticeable. Tics are not deliberate, attention-seeking or bad behaviour.
Some young people process sound, light, touch, smell, taste, movement or busy environments differently.
A noisy corridor, bright classroom or crowded room can feel genuinely overwhelming. This is not an overreaction. Sensory differences are common in autistic people and can also affect other young people.
Obsessive compulsive disorder, usually called OCD, is a mental health condition. It involves unwanted, distressing thoughts, images or urges, called obsessions, and repetitive actions or mental rituals, called compulsions.
A person may feel driven to repeat these actions to reduce anxiety. OCD is not a preference for neatness or a personality quirk. It can be exhausting and needs understanding and, where appropriate, professional support.
What families told us
Although he is actually on a waiting list for [a neurodivergence] assessment, while that is going on, he still continues his behaviour... Basically, he would get suspended if he continues the behaviour.Parent, our borough research
They're not eligible because they're fine in class, no issues... but I keep getting reports every day about behaviour.Parent, our borough research
Yeah, I got a diagnosis, but now what?Parent, our borough research
These are three parts of the same story: a child punished while waiting, a child struggling without support, and a family left alone after a diagnosis. Long waits for assessments and mental health support can make this harder, but schools do not need to wait for a diagnosis before offering support. Unmet needs are not “bad behaviour”.
If you think your child may be neurodivergent
For two weeks, write down:
- What happened.
- Where it happened.
- What happened just before.
- What helped.
- What made things harder.
Patterns can help schools, GPs and other professionals understand what support may be needed.
The SENCO is the Special Educational Needs Coordinator. They help organise support for pupils with additional needs.
Ask: “Can we start SEN Support?”
Schools can begin SEN Support without a diagnosis. Support runs through the Assess, Plan, Do, Review cycle: identify needs, plan support, try it, then review whether it is helping.
Take your notes to the GP and ask whether a referral for assessment is appropriate.
Ask for a copy of any referral letter, or ask the GP to explain what will happen next.
You can ask the local authority for an Education, Health and Care needs assessment. This may lead to an EHC plan, which is a legal document setting out a child or young person’s needs and support.
You do not need a diagnosis to make a request. Chapter 21 includes a template letter.
While you wait: support without a diagnosis
Schools can respond to a child’s needs as they are now, without waiting for a diagnosis before considering SEN Support, adjustments or reasonable changes to teaching and behaviour responses. Ask: “What does this child need today?”
Support might include:
- A quiet space when things feel overwhelming.
- Movement breaks.
- Ear defenders in noisy lessons.
- A seat away from distracting noise or movement.
- A visual timetable.
- Extra time between lessons or transitions.
- One named adult who checks in.
If a school relies on punishment while a child is waiting for assessment, see the behaviour guidance in Chapter 9 and template letters in Chapter 21.
After a diagnosis
A diagnosis does not change who a child is. It can give a family and school useful language for understanding needs, strengthen the written record and sometimes open access to specialist support or financial help.
Next steps:
- Share the report with the SENCO.
- Ask for the support plan to be reviewed against its recommendations.
- Consider whether an EHC needs assessment may now be appropriate.
Look at Chapter 17 for organisations that support families after diagnosis, including free and independent SEND advice in each borough.