How Inclusive Is Your Workplace?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
When we hear the word inclusion, many of us think about policies, legislation or equality training. While these are important, true inclusion is something much simpler – and much more powerful.
It is about how people experience your workplace every single day.
Do they feel welcome? Are they listened to? Can they contribute without fear of judgement? Do they believe they belong?
These questions matter because inclusion is not simply about meeting legal obligations; it is about creating an environment where people can perform at their best.
Research consistently shows that inclusive workplaces benefit from greater engagement, stronger collaboration, improved innovation and better staff retention. When people feel respected and valued, they are more likely to share ideas, solve problems and contribute positively to organisational success.
Yet inclusion is not achieved through good intentions alone.
Often, the greatest barriers are not deliberate acts of discrimination but everyday habits, assumptions and systems that unintentionally exclude people.
Think about your own workplace:
- Who speaks most during meetings?
- Are different communication styles welcomed?
- Does everyone have equal opportunities to develop and progress?
- Are recruitment processes truly inclusive?
- Do policies reflect the diverse needs of today’s workforce?
- Does everyone feel comfortable raising concerns or challenging ideas?
These questions encourage us to look beyond compliance and consider workplace culture.
One of the most valuable concepts we explore during training is that diversity and inclusion are not the same thing.
Diversity is about who is present…
Inclusion is about what happens once people arrive…
A diverse workforce without an inclusive culture can still leave individuals feeling unheard, overlooked or excluded. Inclusion requires conscious effort from everyone, not just leaders or HR professionals.
It is also important to remember that diversity is not always visible.
Many colleagues may be managing invisible disabilities, neurodivergence, long-term health conditions, caring responsibilities, mental health challenges, cultural differences or other experiences that shape how they engage with work. Creating inclusive environments means recognising that one size rarely fits all.
Fortunately, inclusion doesn’t always require large-scale organisational change.
Often, it is the small actions that make the biggest difference:
Listening with curiosity…
Using inclusive language…
Making meetings accessible…
Being open to flexible ways of working…
Inviting quieter voices into conversations…
Questioning assumptions before making decisions…
Taking time to learn from different perspectives…
Perhaps the most powerful question we can ask is:
Who might this decision work well for – and who might it unintentionally disadvantage?
Whether we are recruiting, designing services, communicating with customers or leading teams, this simple question helps us make more thoughtful and inclusive decisions.
Importantly, creating an inclusive workplace is not about getting everything right all the time.
We all have biases. We all make assumptions. We all make mistakes.
An inclusive culture is one where people are willing to listen, learn, reflect and adapt.
It is about replacing certainty with curiosity and recognising that inclusion is an ongoing journey rather than a destination.
Every organisation, regardless of size or sector, has opportunities to become more inclusive.
The question is not whether your workplace is perfect. The real question is: How inclusive is your workplace – and what is one thing you could do differently tomorrow?
Language in the Classroom: The Signals We Send
Written by Amy Wilby
I am an experienced senior educational leader, currently serving as an Assistant Headteacher with responsibility for Curriculum, as well as a Trust-wide DEIB Champion, edublogger, and proud mum to a 21-year-old son. Since qualifying as a teacher in 2009, I have built a career rooted in both academic excellence and strong pastoral care. I bring extensive experience across middle and senior leadership, including roles as a Specialist Leader of Education (SLE) and Associate Assistant Headteacher. I hold an NPQSL and a master’s degree in educational leadership, and I am deeply committed to evidence-informed practice, drawing on educational research to enhance teaching, learning, and curriculum design.
Walk into any classroom and you’ll hear a constant flow of language, questions, instructions, feedback, encouragement. It’s so familiar that it can feel almost invisible.
But there’s a deeper question we don’t ask often enough:
What are our words actually signalling to students, and how are they being received?
Because language doesn’t just deliver learning.
It shapes expectations, communicates beliefs, and quietly influences who feels confident, capable, and included. It can also show our own bias, our own understanding of what is an is not acceptable.
If curriculum is what we teach, and literacy is how students access and participate, then language is how belonging is communicated, both directly and indirectly.
The hidden layer: micro-signals in everyday language
Most classroom language is not part of a formal plan. It lives in the small, repeated interactions:
- how we respond to a wrong answer (Nonverbal cues as well as verbal ones)
- who we call on, and how often
- the tone we use when giving instructions
- the way we frame challenge or difficulty
- the ways we build engagement and excitement in our classrooms
These are micro-signals, subtle, often unintentional cues that students pick up quickly.
Over time, they begin to answer questions like:
- Am I seen as capable here?
- Is it safe to take risks?
- Do my contributions matter?
Students don’t just listen to what we say.
They interpret what it means about them.
The Pygmalion versus the Golem effect!
Your expectations matter and the subtext of your language and choices will have an impact.
‘The belief the teachers had in the students’ potential had been unwittingly and nonverbally communicated. More important, these nonverbal messages were then digested by the students and transformed into reality.’ (Acher. S, 2010)
Tone: more powerful than we think
Two teachers can say similar words and send completely different messages.
Consider:
- ‘Not quite. Try again.’
- ‘Not quite yet, let’s think it through together.’
The difference is small, but the signal is significant.
Tone communicates:
- belief (or doubt) in a student’s ability
- patience (or frustration)
- partnership (or hierarchy in the classroom)
- Which classroom environment would you rather take risks in? Which classroom highlights the importance of metacognition and learning the steps? Which one is stressful and the focus on the outcome only?
When tone consistently signals respect and belief, students are more likely to stay engaged, even when learning feels difficult.
Expectations: what we imply, not just what we say
High expectations are often discussed in terms of outcomes. But in practice, they are communicated through language every day.
For example:
- ‘This is tricky, so I don’t expect everyone to get it’
vs - ‘This is challenging, and I’m going to support you to get there’
The first lowers the bar, even if unintentionally.
The second maintains high expectations while offering support.
Students are highly attuned to these cues. Over time, they internalise them:
- who is expected to succeed?
- who is expected to struggle?
- who gets stretched, and who doesn’t?
Ultimately this leads to,
- ‘Who believes in their ability to succeed, and who doesn’t’?
- ‘Who wants to be here, and who doesn’t?’
- ‘Who is going to mask their struggle with other behaviours and who is going to embrace it’?
Inclusive classrooms are not those where work is made easier, but where expectations are consistently high and clearly supported.
Framing: how we position learning
The way we frame tasks and responses shapes how students experience learning.
Deficit framing might sound like:
- ‘Some of you didn’t understand this’
- ‘This group struggled with…’
- ‘You are set… and therefore we are doing something different…’
Asset-based framing shifts the perspective:
- ‘Let’s build on what we’ve started here’
- ‘Here’s where we can go next’
- ‘Learning starts only once it gets tough. Thinking and working hard is good!’
This doesn’t ignore gaps, it reframes them as part of the learning process, rather than a fixed limitation.
Similarly, how we respond to mistakes matters:
- Are they signals of failure?
- Or are they positioned as a normal, valuable part of learning?
The language we choose answers this for students.
The risk: when language goes unchecked
Just as curriculum can become tokenistic, classroom language can become habitual, and habits are powerful.
Without reflection, we may unintentionally:
- call on the same students repeatedly
- soften expectations for some and not others
- use praise that is uneven or limiting. Focusing on the student rather than the choices (‘You’re so clever’ vs ‘That strategy worked well’)
- signal frustration more quickly with certain learners
None of this is usually deliberate.
But over time, these patterns can shape students’ sense of where they fit.
And again, students notice.
What this looks like in practice
The strength of focusing on classroom language is that it’s an immediate, actionable shift.
You don’t need to redesign the curriculum.
You need to become more intentional with what you’re already saying.
- Pause and notice patterns
- Who do you respond to most?
- Whose answers are extended, and whose are closed down?
- When does your tone shift?
- If a student doesn’t know the answer, how do you frame this as a learning opportunity rather than a failure?
- Make belief explicit
- ‘I know you will absolutely give your best to this’
- ‘I believe in you’ (supported with appropriate scaffolding)
These statements matter, especially for students who may not hear them elsewhere.
- Normalise struggle
- ‘This is challenging, but we’ll get there, learning starts once you get stuck’
- ‘This is the part where it gets tricky’
- ‘If you’re finding this hard, you’re in the right place’
This reduces anxiety and increases participation.
- Use inclusive questioning
- Give thinking time before taking answers
- Invite multiple approaches
- Build on responses rather than evaluating them immediately, if a learner gives a partial or incorrect answer, build on it, don’t dismiss it!
‘I can see why you might think that, that’s a really astute observation, however I was thinking more of this…can someone build on this?’
- Be consistent with expectations
- Avoid lowering the bar for some learners
- Instead, increase the scaffolding and support
Why this matters for belonging
Belonging is not built through single moments, it’s built through patterns.
And language is one of the most consistent patterns students experience.
Over time, it tells them:
- You are capable
- Your ideas matter
- You are part of this learning
or you can signal the opposite.
The power of language is that it operates in real time. Every lesson, every interaction, every response is an opportunity to reinforce inclusion.
What you can do tomorrow
If you’re looking for a simple starting point:
- Choose one class and consciously adjust how you respond to incorrect answers
- Add one phrase that signals belief (‘Let’s work through this together’)
- Track who you call on, and aim for greater balance
- Try to build in some tasks that don’t have a definite answer. I like to use 4 seemingly random pictures and ask, ‘Which one is the odd one out and why’? so that everyone has a chance to explain their thinking and get praised for their work! (There is no correct answer, only answers that are not thought of effectively, everyone has the same starting point) This builds confidence over time.
Small, intentional changes in language can have a disproportionate impact.
Final thought
If mirrors and windows help students to see,
and literacy helps them to participate,
then language is what tells them:
‘You belong here and you are valued!’
And often, it does so in ways we don’t even realise until we choose to notice.
Further reading
Achor, S. (2010) The happiness advantage: the seven principles of positive psychology that fuel success and performance at work. New York: Broadway Books.
Erikson Institute (2019) Inclusive language is a classroom superpower, Erikson Institute Blog, 2 October. Available at: https://www.erikson.edu/blog/inclusive-language-is-a-classroom-superpower/
Kratz, J. (2024) ‘6 research-backed inclusive language dos and don’ts’, Forbes, 4 February. Available at: https://www.forbes.com/sites/juliekratz/2024/02/04/6-research-backed-inclusive-language-dos-and-donts/
Roberts, N. (2021) ‘Why we need to ditch deficit labels in SEND language’, TES Magazine, 22 June. Available at: https://www.tes.com/magazine/analysis/general/why-we-need-ditch-deficit-labels-send-language
University College London (UCL) (2023) Using inclusive language in education. Available at: https://www.ucl.ac.uk/teaching-learning/publications/2023/jul/using-inclusive-language-education
Worth-it (2021) How to build positive relationships in school, Worth-it Blog, 17 May. Available at: https://www.worthit.org.uk/blog/positive-relationships-school
Psychological Safety: The work starts with us…
Written by Laura McPhee
Laura McPhee is Director of Education at University Schools Trust. Prior to this, Laura was an experienced headteacher. She has a proven track record of leading transformational change management and successful school improvement journeys across London. Laura is a facilitator for the National Professional Qualification facilitator for Headship (NPQH) and a School Improvement consultant. She holds a number of trustee positions and enjoys guest lecturing for ITT courses. She is the author of 'Empowering Teachers, Improving Schools: Belonging, Psychological Safety & School Improvement' and a co-author of 'Tackling Poverty and Disadvantage in Schools.'
There is a knock at the door. It’s night- time.
The fury and ferocity which filled the house moments before has dissipated, but a heady mix of adrenaline hangs in the air.
It’s quiet. Too quiet.
The adults are talking but I can’t make out what they are saying. There is confusion. Who called the police?
‘It was me.’ I declare. Any feelings of bravery I had, have dissolved and standing in my pyjamas at the top of the stairs.
I feel small. Insignificant.
From the policemen that evening, and so many evenings that followed, to the well- intentioned social worker, the observant teacher and the enquiring neighbour… my world was filled with safe adults that could have helped.
So why didn’t I speak up?
Shame is a powerful driver. No one needs to tell children not to tell. It’s instinct. You are after all ‘different’. From the teacher who enquires about a bruise in assembly to the social worker dropping presents off at Christmas; it’s a reminder that something happened that shouldn’t have.
Internalised shame is your secret, buried but not forgotten; your shadow that follows you into adulthood.
And it really does follow…
Attachment theory, pioneered by John Bowlby and Mary Ainsworth reveals that our early bonds with care givers create a blueprint for all adult relationships, including those at work.
These early ‘imprints’ fundamentally shape how we handle feedback, navigate conflict and delegate responsibility.
As a sector we’re expert at codifying leadership. Implementing a new strategy? No problem, here’s some research that can help. Experiencing a new challenge? Please refer to this policy. Tackling a task for the first time? Attend this training.
There’s a place for policies, systems and processes. They bring equity, clarity and consistency. But we can’t ‘systemise’ people. And therein lies the challenge. We are wonderfully flawed humans, who bring not just our professional selves, but our lived experiences to work too.
Now I’m not suggesting for a moment, that we psychoanalyse each other, or that the work- place is the best setting to do that. But if school leaders and educators are responsible for creating spaces that are safe, inclusive and rooted in a culture of psychological safety; perhaps this work starts with us?
Let’s explore three simple examples:
- The anxious achiever (pre-occupied attachment style):
These are often leaders known for their precision and attention to detail, their tireless work ethic and ability to manage high stakes situations. All admirable qualities. But behind closed doors they might be struggling or exhausted. Obsessing over feedback and ruminating and replaying conversations. Linking their self – worth to professional outcomes.
- The Fearful Compassionate leader (fearful – avoidant attachment)
These leaders may be fiercely passionate about their cause. They’re empathetic and deeply committed. However, they oscillate between intensely overworking to the point of almost burn out, then subsequently need to withdraw.
- The Avoidant Powerhouse (avoidant/dismissive attachment style)
These are successful leaders, with a proven track record. They are decisive and well- respected but keep everyone at arm’s length. They see vulnerability as a weakness and dismiss emotional conversations as a distraction and struggle to connect with colleagues on a personal level.
Any of these starting to sound familiar yet?
Attachment styles:
- Secure = low anxiety / low avoidance
- Anxious (preoccupied) = low avoidance/ high anxiety
- Avoidant (dismissive) = low anxiety /high avoidance
- Fearful (disorganised) = high anxiety /high avoidance
Of course, real life is much more nuanced than this, and there are many more ways attachment styles can show up in our professional lives.
For a long time, I was firmly rooted in ‘The avoidant powerhouse’, with a dash of ‘anxious achiever’ on the side.
I’d been working as a senior leader in a school in south London. It was my first real experience of school improvement. I was lucky enough to work with an exceptional headteacher, and the school had moved from satisfactory to outstanding. We were in an area of high deprivation and one of the highest crime wards in Europe. This was challenging work, but I loved it. I adored working with my headteacher, yet on our final day together she told me, ‘You know Laura, after four years working together, I really don’t know the first thing about you.’
I remember the relief washing over me. Mission accomplished, I thought. I had survived my time there without anyone needing to know or understand me. The trouble with this of course, is that I wasn’t building relationships either.
Perhaps this is no surprise. There had been lots to celebrate growing up. But my home was also unsafe. Unpredictable.
As Dr. Julian Ford notes emotional detachment often stems from early experiences when vulnerability feels unsafe, this can, if we’re not careful lead to a leadership style that prioritizes control over connection.
Superficially I had strong qualities, many of which were rewarded by the sector. But did this style of leadership help my colleagues as much as I thought it did?
Of course not.
The good news is that our attachment patterns can shift with awareness and intentional work. Dr. Norman Doidge’s work on plasticity reminds us that our brains are remarkable; we can learn new pathways, new patterns of behaviour and rewire. It’s our internal roadmap for transformation.
Whether we’re ready or not to acknowledge these parts of ourselves, they’ll find a way to show up. Slowly and over time, I was able to see how a different approach might be better for the team, and better for me. With the support of deeply reflective leaders, wonderful colleagues (and some of my favourite humans at outside of work), things started to change.
Now I’ve got plenty more work to do and lots to learn. But am I more patient leader? Yes. A more empathetic leader? Undoubtedly. I’d even go so far as to say, I’m gone from trying to ‘hide in plain sight’ to recognising that my cumulative experiences are, in fact…my superpower. I suspect this is how I’ve found myself becoming such an advocate for psychological safety, for pupils, for staff and for the wider community.
All of which makes me reflect deeply on how we engage with pupils who have experienced ‘adverse childhood experiences’, the fundamental importance of a strength-based approach and the profound impact of co -production.
That said, we would do well to remember that psychological safety is not just a ‘nice to have’ or some hippy ideal; research indicates it is one of the most consistent indicators of high performance across industries.
Professor of leadership and management Amy Edmonson emphasizes the importance of teams feeling ‘safe to take interpersonal risks.’ Naturally this requires time, trust and cultural humility. There are no short cuts here, we need to be prepared to relinquish power and privilege.
The reward? Consciously feeling able to be vulnerable with colleagues. Who wouldn’t want that?
“The function of freedom is to free someone else.” –Toni Morrison
From Curriculum to Connection: Embedding Belonging in the UK’s New National Curriculum
Written by Chloe Watterston
Chloe is an educator, athlete, and advocate for inclusive, curiosity-driven learning, dedicated to creating spaces where every young person feels safe, valued, and empowered. Her work across mainstream and SEND education, community projects, and curriculum reform is driven by a passion for amplifying marginalised voices and breaking down barriers to learning.
When the Department for Education announced a new national curriculum (to be implemented from 2028), headlines focused on oracy, digital literacy, and enrichment. Yet behind every subject reform lies a deeper question: Do our students feel like they belong here?
A sense of belonging – feeling seen, supported, and valued – is the heartbeat of learning. Without it, even the best-designed curriculum risks falling flat. For pupils who are neurodiverse, disabled, or marginalised, belonging isn’t a luxury; it’s the foundation of success.
This guide translates the government’s new framework, which centres on life skills, enrichment, and stronger foundations, into practical actions that put belonging at the centre of every classroom and corridor.
“Belonging isn’t an outcome of curriculum reform — it’s the condition that makes reform work.”
Curriculum Design: From Coverage to Connection
Goal: Build a curriculum that feels relevant, achievable, and identity-affirming for all.
- Audit representation: Ensure diverse identities, including disability and neurodiversity, appear meaningfully across units and texts.
- Chunk and scaffold: Sequence content clearly for learners who need structure; use visual roadmaps and checklists.
- Bridge knowledge with identity: Link new content to students’ own experiences and communities.
- Amplify oracy: Give pupils the language to share their thinking aloud, it builds both confidence and cognition.
Example: Pair Macbeth with The Hunger Games to explore power and morality through different cultural lenses.
Enrichment for All: Making the ‘Core Entitlement’ Inclusive
Goal: Deliver the new national “core enrichment entitlement” – arts, sport, nature, civic life – so that every pupil can take part meaningfully.
- Audit participation and remove barriers (costs, timing, accessibility).
- Offer sensory-friendly, shorter, or flexible versions of activities.
- Provide varied roles – performer, planner, designer – so every learner can contribute.
- Train staff to understand fatigue, sensory needs, and invisible disabilities.
Example: For civic engagement, let students design campaigns or social media projects if public speaking feels overwhelming.
Pedagogy & Climate: Making Belonging the Norm
Goal: Build classrooms that balance structure with humanity.
- Predictable routines reduce anxiety; flexible responses show care.
- Replace “behaviour management” with “community agreements.”
- Display student contributions publicly – belonging must be visible.
- Give feedback as conversation, not correction.
Example: Begin each lesson with a one-minute grounding question like “What’s one thing that made you smile this week?” Small rituals can anchor connection.
Staff Culture: Belonging Starts with Us
Goal: Equip teachers to teach through belonging, not just about it.
- Embed neuroinclusion in CPD: autism, ADHD, chronic illness, not as “issues,” but as perspectives.
- Hold peer reflection sessions: “Whose belonging have we strengthened this term?”
- Celebrate staff who champion inclusion.
- Model belonging in leadership – consistency, curiosity, compassion.
Example: Host a termly “Belonging Showcase” where staff and students co-present examples of inclusive success.
Measuring What Matters
Goal: Track belonging with the same intent as attainment.
- Use quick-pulse surveys: “Do you feel you’re understood here?”
- Cross-reference belonging data with attendance and enrichment participation.
- Form neurodiverse and SEND student panels to co-design improvements.
- Include belonging outcomes in school development plans.
Example: If ADHD students report low belonging, pilot flexible seating or movement breaks — then re-survey to measure impact.
Final Thought
Belonging is not a soft extra, it’s the soil that allows learning to take root.
As we rebuild the national curriculum for the next generation, we can decide what kind of classrooms our students inherit. Will they be systems of delivery, or communities of connection?
With intentional design, the new curriculum can become more than a framework of knowledge. It can be a map towards a society where every young person feels seen, capable, and connected – not just prepared for life, but part of it.
Supporting Neurodivergent Colleagues in Schools
Written by Laura Douglas
Laura is a Freelance 1:1 Study Skills Tutor and Specialist Mentor, working both locally and nationally to support neurodivergent students in receipt of Disabled Student Allowance (DSA) in higher education. Through her Education Consultancy, she supports curriculum development and neuro-inclusive practices, in both school and ITT settings. She is passionate about developing neuro-inclusive practice and in October 2026, she began the PhD (Prof) at The University of Lincoln, research focussing on the support given to neurodivergent teachers if this is linked to teacher retention.
Is there a relationship between the number of teachers who leave the profession and neurodivergence? How well supported are neurodivergent colleagues in school? How do we know?
These questions are of interest to me due to my experience of working in initial teacher training (ITT), supporting Early Career Teachers (ECTs), and when working with experienced class teachers and leaders in school. I have found that neurodivergent colleagues, whether formally diagnosed or self-diagnosed, face a range of barriers which impact greatly on their confidence, self-esteem and classroom or leadership practice. I have had many conversations with colleagues about the barriers they face, including a current lack of support and understanding in neuro-inclusive practice. I begin my PhD (Prof) at the University of Lincoln in October 2026 and am looking forward to undertaking research in this important area.
Disabled Student Allowance (DSA)
Since October 2025, I have worked part-time as a freelance 1:1 Study Skills Tutor and Specialist Mentor, supporting neurodivergent students in HEI in receipt of Disabled Student Allowance (DSA). I have supported students during the 2025-6 academic year on ITT programmes and have seen first-hand the difference such mentoring has made to these individuals. In my research I aim to raise the profile of specialist mentoring which is fully funded through DSA, which is available for, but not limited to, undergraduate, postgraduate, ITT and PGCE courses.
Workplace Support
Access to Work is a grant that funds practical support in the workplace for people with a disability or health condition; this grant seems very little known in the education sector. In order to be eligible for an Access to Work grant, there is no requirement to have a formal diagnosis with a condition to apply, with individuals having a disability, illness or health condition that means you need support to do your job. According to GOV.UK (2012), this includes, for example:
- a physical disability, for example if you’re hard of hearing or use a wheelchair
- a learning disability or related condition, for example if you have Down’s syndrome
- a developmental condition, like autism spectrum disorder
- having ADHD or dyslexia
- an illness such as diabetes or epilepsy
- a temporary condition, like a broken leg
- a mental health condition, for example anxiety or depression
Upon finding the grant and reflecting on the enormous number of colleagues in school that this could help, I contacted highly regarded and experienced educators via LinkedIn, including keynote speakers of neurodiversity and an Education Policy Government Advisor – none of these individuals had heard of the grant. This raised many questions, which again has supported my decision to undertake vital research.
Teacher Retention
According to the Department for Education (2024) and recent workforce analyses by City and Guilds (2023 and 2024) approximately 200,000 to 215,000 full-time equivalent (FTE) teachers left the state-funded sector in total over the last five years.
Teachers Leaving the Profession in England
| Academic Year | FTE Leavers (Approx.) | % of Workforce |
| 2023/24 | 40,813 | 9.0% |
| 2022/23 | 43,500 | 9.5% |
| 2021/22 | 43,900 | 9.3% |
| 2020/21 | 36,000 | 8.1% (Pandemic low) |
| 2019/20 | 33,000 | 7.4% (Initial lockdown period) |
| Total (Est.) | ~197,213 | — |
Over 90% of leavers in recent years have cited “non-retirement” reasons for leaving teaching. The most common factors reported in DfE surveys include high workload (84%) and stress/wellbeing (75%) (Maisuria, A., Roberts, N., Long, R. and Danechi, S: 2023).
Approximately 31% to 33% of teachers leave the state-funded sector within five years of qualifying, with an average size of recent qualifying cohorts (which typically range from 23,000 to 28,000 new entrants per year) with roughly 8000 to 9000 teachers from each annual cohort leaving before they reach their sixth year in the classroom. According the most recent studies, this has a cumulative impact, with 40,000 to 45,000 ECTs leaving teaching in the first five years:
| Years After Qualifying | Retention Rate | Estimated % Leaving in that Period |
| 1 Year | ~89.7% | ~10% leave immediately |
| 3 Years | ~76% – 80% | An additional 10-14% leave |
| 5 Years | ~67% – 69% | Another 7-10% leave |
I aim for my research to support an update in national policy to develop clear, systematic training across the education sectors in accessibility for neurodivergent teachers. I aim to develop knowledge and understanding for leaders in schools to understand the difference between reasonable adjustments and adaptations in the workplace, in addition to understanding the support available to neurodivergent teachers. This will, in turn, support teacher retention and support the inclusivity and representation of neurodivergence across the sector.
Bibliography
City & Guilds (2023) Neurodiversity Index Report 2023. [online] Available at: https://77f20764.flowpaper.com/CityandGuildsNeurodiversityIndexReport2023/#page=1 [Accessed 20 June 2026].
City & Guilds (2024). City & Guilds Neurodiversity Index Report 2024. [online] Available at: https://77f20764.flowpaper.com/CityandGuildsNeurodiversityIndexReport2024/#page=1 [Accessed 20 June 2026].
Department for Education (2024). School Workforce in England: report. [online] Available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024 [Accessed 22 June 2026].
GOV.UK (2012). Get Support in Work If You Have a Disability or Health Condition (Access to Work). [online] GOV.UK. Available at: https://www.gov.uk/access-to-work [Accessed 23 June 2026].
Maisuria, A., Roberts, N., Long, R. and Danechi, S. (2023). Teacher recruitment and retention in England. commonslibrary.parliament.uk. [online] Available at: https://commonslibrary.parliament.uk/research-briefings/cbp-7222/ [Accessed 21 June 2026]
I Don't Want Representation to Be My Privilege - I Want It to Be Every Student's Reality
Written by Gemma Hathaway
EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.
This blog is written by Cami Chan – a Year 13 Student from Blue Coat School, Coventry.
As EDI Lead for our school and Trust, I am proud to support student voices like Cami’s. Her article demonstrates the importance of giving young people opportunities to think critically about representation, identity and belonging within literature and media. Through thoughtful analysis, Cami challenges stereotypes and highlights why diverse perspectives matter within education today.
Creating psychologically safe environments in schools is essential to this work. When students feel safe to express ideas, question assumptions and share their experiences, they develop confidence, empathy and independent thought, skills that are vital both inside and outside the classroom.
My first encounter with literature from a POC’s perspective was in year 10, with Tanika Gupta’s play – The Empress. A historical drama set in the last 14 years of Queen Victoria’s reign, where we follow the main characters Rani Das, a young Ayah fresh off the boat from Kolkata and Abdul Karim, a soon-to-be servant of Queen Victoria into their personal journey within the Great British Empire. Gupta masterfully presents the themes of colonialism as well as showcases the interactions between the white British Empire, and the people of colour. The diverse cast of characters all have a sophisticated depth to them. Rani begins the journey as an ayah with blinding naivety and ends by becoming a school teacher, sharing her wisdom with the next generation. Her growth shows to the audience that even in a disadvantaged position within society, you can create a voice for yourself.
As times change, we are finally able to see more nuanced representations of minorities in the media. Looking at the evolution of Katie Leung’s acting career, she began with playing the character of Cho Chang in the Harry Potter movies. The docile, pretty, smart Chinese girl who was Harry’s object of attraction – and only that. In the movies, Cho Chang’s main appearances were either by the side of Cedric Diggory or with Harry. Later on, the scene where she was dragged by Draco by the coat after “betraying” Dumbledore’s army made her look meek and powerless. The characterisation of Cho Chang in the movies was white male centric, as if her whole personality was based on the handsome, charming white men around her. Because of the small sample size of representation, it creates the idea that Chinese girls only can be like Cho Chang – quiet and powerless, especially to the young audience of the Harry Potter series. It stops people from rejecting and speaking against stereotypes, while forcing a specific view of Chinese people. In recent years, people have taken off their rose-tinted glasses and realised that such caricatures were actually harmful. Consider the release of Bridgerton season 4, a show that bypasses historical accuracies to uplift POC actors. Leung starred as Araminta Gun, the evil stepmother of House Penwood who acted as the antagonist against the main heroine. The character of Araminta is complex, she is seen to be cruel, but it’s what she had to do to keep her title and relevancy in society. In the scene where the Penwoods arrive at Lady Cressida’s ball, Araminta complains about how the party decor was “浮誇 (over the top)” in Cantonese. Rosamund responds in the same language whilst Posy only responds in English. This deliberate act of isolating her child emphasises her manipulation, keeping Rosamund as the “favourite daughter” and disregarding Posy. This portrayal of a malevolent matron who schemes her way in society shows that Chinese people aren’t just meek, math-loving caricatures, these people are real and have complexities to their personalities.
People of all races are nuanced and deserve to be represented. Whilst the works of Dickens and Priestley are well established in English Literature, they fail to reflect on the diversity within classrooms today. Britain has always been a multicultural country and will always be. Modern media such as Bridgerton have begun taking a step in showing the cultural diversity within society, yet at many schools the curriculum remains stuck in the past, focusing mainly on white perspectives. By introducing diversity in media, literature and the like, it inspires children to challenge the labels placed on them, allowing them to more freely express themselves. It’s been a privilege to be able to study literature from diverse perspectives, in GCSE and A-level. However, I don’t want this to only be my privilege, but a norm within school curriculums. Therefore, schools should aim to further widen the texts and material they give to students, not to just focus on one singular experience or perspective.
Cami’s reflections remind us that representation matters because young people deserve to see the full complexity of themselves and others reflected in the stories they study. A broad and inclusive curriculum helps students challenge stereotypes, develop understanding and recognise the value of different perspectives. As schools, we must continue creating cultures where every student feels heard, respected and able to contribute confidently. When young people are empowered to think critically and express themselves authentically, education becomes not only more inclusive, but more meaningful for everyone.
Understanding Why Mattering Matters for Black Teachers: A Qualitative Approach to Understanding Black Teacher Mattering
Written by Tara Elie
Tara Elie teacher, psychologist, lecturer and coach. Tara has diverse experience in education and Learning and Development spanning over decades. She is renowned for her engaging training delivery, both face-to-face and virtually. Her performance background, alongside her passion for supporting individuals and organisations to flourish and thrive, characterise her delivery style. Tara has completed research on Black Teacher Mattering which she is delivering in keynotes. She is passionate about teacher wellbeing and uses the theories of Positive Psychology to inform her work with all clients with a proven record of success. Tara stands for social justice and social change. She appreciates and celebrates the individual, their differing backgrounds, cultures, experiences, perceptions, and values.
In my study, I set out to understand how Black teachers in London experience mattering in their professional lives. Because there is limited UK-based research in this area, I chose a qualitative methodology. My focus was not on measuring experience, but on understanding meaning, interpretation, and lived reality.
I was drawn to qualitative research because it allows for depth and nuance when exploring complex social and psychological experiences (Hill et al., 1997).
It quickly became clear to me that Black teachers’ experiences are not uniform. They are shaped by intersecting factors such as race, gender, school context, and role. A quantitative approach would not capture this complexity, particularly in relation to more subtle or systemic experiences such as microaggressions or colourism (Holt, 1976).
Key Themes
From the analysis, three overarching themes emerged: Representation, Racism, and Reinforcement, supported by ten sub-themes. What stood out most strongly for me throughout the data was a persistent tension between visibility and value.
Many participants described being highly visible as Black teachers, yet not always feeling equally valued or recognised within their professional environments.
Representation
One of the strongest themes for me was representation. Participants often linked their sense of mattering to their visibility as Black teachers in schools and wider society. Many expressed pride in their role and recognised the importance of representation for Black students’ identity, confidence, and aspirations.
Several participants described themselves as role models. This was not framed as symbolic, but as deeply meaningful. They saw their presence as shaping what Black students believed was possible for them, and this gave their work a strong sense of purpose.
Authenticity also came through strongly. Participants described feeling most valued when they could bring their “whole self” to work — including aspects of culture, identity, and communication style. When they felt able to do this, their sense of belonging and mattering increased. When they felt they had to suppress parts of themselves, that sense often diminished.
Voice was another key element. I was particularly struck by how powerful it was when participants felt genuinely heard by leadership. For some, this was a turning point after long periods of feeling overlooked. Being listened to — and seeing that listening lead to action — was often described as affirming their professional worth.
Racism
Racism emerged as the most dominant and consistently experienced theme across all interviews. Participants described a wide spectrum of experiences, from subtle microaggressions to overt racism involving both colleagues and students.
A recurring issue was racialised stereotyping, particularly being labelled “aggressive” when expressing themselves assertively. Many participants described this as “tone policing”, where their professional communication was questioned or reframed in racialised terms. This had a clear impact on confidence and professional freedom.
Workload and expectation also featured strongly. Several participants felt they were expected to work harder than white colleagues to achieve the same recognition. Some linked this directly to inequities in pay, progression, and informal responsibility within schools.
Access to leadership was another key issue. Participants often felt that promotion pathways were less accessible to them, shaped by informal networks and organisational culture rather than transparent processes.
I was also struck by how often participants described being expected to take responsibility for managing behavioural issues involving Black students. This created tension between professional role expectations and racialised assumptions about identity and expertise.
Overall, racism was consistently described as undermining mattering by reducing fairness, recognition, and belonging.
Reinforcement
Alongside these challenges, participants also described powerful sources of reinforcement that strengthened their sense of mattering.
Recognition from colleagues and senior leaders was highly valued, especially when it was specific, sincere, and linked to professional contribution. In some cases, formal recognition such as pay progression was experienced as particularly meaningful, especially when explicitly connected to expertise and impact. However, what stood out most for me was the strength of student relationships.
Nearly every participant described deeply affirming experiences with pupils, including gratitude, affection, admiration, and long-term appreciation. These moments were often emotionally significant and acted as a powerful reminder of purpose.
Parents and carers also contributed to this sense of reinforcement, particularly when they actively expressed appreciation or sought out individual teachers because of their impact.
What I found particularly striking was how reinforcement and racism often coexisted. Participants could feel deeply valued in one context (for example, by students) while simultaneously feeling devalued in another (for example, by institutional structures). This created a complex and sometimes contradictory experience of mattering.
Overall, what emerged for me from this research is that mattering for Black teachers in London is not stable or uniform. It is something constantly shaped through the interaction of representation, racism, and reinforcement.
While representation and relationships can strongly enhance feelings of value and purpose, these are often disrupted by systemic and interpersonal racism that undermines fairness, recognition, and belonging.
Mattering, in this sense, is not simply about being present in schools. It is about whether Black teachers feel seen, heard, valued, and able to exist authentically within the profession they serve.
Mental Health or Mental Illness? Why Silence Speaks in Teaching
Written by Katja Pavlona
Katja Pavlovna is a teacher in alternative provision and has previously taught in specialist SEMH and prison settings. She runs the lived experience mental illness project Lives Not Labels and is co-author of the book Sorry My Mental Illness Isn't Sexy Enough For You.
There is often – rightly – a lot of talk in education about teacher wellbeing and mental health. Burnout, stress, anxiety and depression are sadly commonplace within our profession. However, something we hear far less about is teacher mental illness.
I was diagnosed with Borderline Personality Disorder (BPD, or to give it its newer name, Emotionally Unstable Personality Disorder, or EUPD) in 2021. Whilst the diagnosis was both a blessing (I knew what was wrong with me) and a curse (it’s incurable, although it can go into remission and be managed), I knew deep down that there was something else going on that BPD couldn’t quite explain. That’s how I ended up with a second diagnosis in 2023 of Schizotypal Personality Disorder (STPD). Managing two different, yet serious, mental conditions is something of a challenge in itself, let alone with the added complication of working full time in a career known for the risks it poses to mental health. So, how on earth do I do it? Truth be told, it’s hard.
Whilst mental health might be a hot topic in education, mental illness certainly is not. Whilst colleagues might join in with me for a moan about how exhausted I am, I can’t imagine them having much to contribute were I to discuss my propensity towards magical thinking, odd interpretations of events, finding hidden meanings in everyday things and my visual, gustatory and olfactory illusions, which are all part of my STPD.
I am extremely fortunate to be able to manage my disorders independently, and am generally classed as low support needs- that is, I function in society as anyone ‘normal’ would, predominantly by masking my symptoms and mirroring those around me. Whilst this does have obvious advantages, it does come with some fairly significant drawbacks too.
As someone who has very high expectations of myself and prides myself on being resourceful, diligent and practically-minded, it’s fair to say that I’m seen as good- even great- at my job. How could that ever be a negative?
The problem is that because my illnesses are well managed, it’s very hard for people to conceptualise that I am actually unwell. I mask so much that my disorders are basically invisible, so it’s very easy to assume they’re not there at all. People assume I’m fine, so when things start to slip, I’m judged harshly for not being able to perform in the same way I could when I was ‘fine’.
A few years ago, I had to take some time off work. I’d been wrongly taken off all of my antipsychotic medication, which led to my psychotic-like STPD symptoms returning. Fairly obviously, I couldn’t teach in that time and was signed off. I was already stressed and anxious- work keeps me stable and grounded and I rarely take time off, so being stuck at home with no interaction or purpose was causing me to deteriorate, quickly. I was then accidentally copied into an email complaining about my absence, which only added to my feelings of guilt. I was having to plan cover lessons around psychotic episodes and hospital trips, but when I returned after two weeks when my medication was reinstated and I was cleared by Occupational Health to return, I was still subjected to snide comments about how much time I’d had off due to the culture of presenteeism. People knew I had a serious mental illness, but it was still hurtful to realise I was seen as a liability.
The thing about mental illness is that everyone claims to be fine with it, until you start showing symptoms. This is, I think, especially true for a personality disorder. I am covered under the Equality Act 2010 for both BPD and STPD, but these are often seen less as a disability and more as a conscious attempt to manipulate. I clearly recall once, whilst temping, being asked to leave the classroom after requesting time off for a psychiatric appointment. Management then interrogated the pupils as to whether they felt safe in the classroom with me. Luckily this incident was dealt with, but I’ll never forget how it made me feel to know they clearly thought I must be dangerous.
The practical side of managing a mental illness in teaching is also difficult. Attending appointments during the school day can be tricky. After I was diagnosed with an eating disorder which arose as a coping mechanism for my personality disorders, I was offered specific treatment (DBT therapy), but this was a two hour session every week for 20 weeks in a neighbouring city. At the time I was teaching in an SEMH school who were extremely understanding and rejigged my timetable to allow me to attend. I suspect many schools wouldn’t be able to be that generous.
Reasonable adjustments can be hard to navigate too. Because of my fears of contamination with food due to the STPD, one of my adjustments is to bring my own lunch to work rather than eat from the canteen. Whilst you wouldn’t think this was likely to be an issue, in one school I worked at, a senior member of staff continuously ‘reminded’ me that teachers had to eat the same food as the pupils as it set a bad example. They weren’t the kind of person I could confide in, so I ended up eating alone in my classroom.
The fact is, my mental illness is always in the back of my mind. I constantly fear another ‘episode’, although I know realistically as long as I’m looking after myself, it’s unlikely. But still I lie awake at night worrying. I am the main earner in my household. If I can’t work, we would stand to lose everything. That’s an enormous pressure to have on my shoulders. Over the course of my career, I have met several teachers with BPD in the schools I’ve worked at. As far as I am aware, I am the only one still in the profession. It’s tough.
It’s not all negative, though. My disorders have given me resilience, creativity and compassion towards others. Some of the more challenging aspects of my disorders- such as BPD impulsivity- I can channel in healthier ways through teaching. I am self-aware enough to pre-empt when symptoms may occur and manage them, and I draw on appropriate support as and when needed. Pattern recognition has been vital in helping me to be proactive in managing my disorders. I love my job, so I’m committed to doing whatever it takes to make sure I can remain in it.
It’s also been an unexpected asset in some of the settings I’ve worked in, most notably alternative provision, prison and PRUs. In recent years I’ve worked with pupils with personality disorder or conduct disorder diagnoses, and it has helped me to better understand their inner experience. I could never share my own diagnoses with them, though. The stigma around personality disorders is so intense that to do so could potentially jeopardise my career.
A few years ago I spoke to a national newspaper about my lived experience project, Lives Not Labels (www.livesnotlabels.com) and received some hateful messages from people who took issue with the fact the article mentioned my career. I was accused of being abusive, manipulative and too unstable to work with children, told I was probably only in education to make false allegations about parents to social services to have their children removed, and threatened that if they knew what school I worked at, they’d destroy my career as people like me are a danger to children, including my own. To see such attitudes on display so plainly was incredibly confronting.
In October of last year, my book Sorry My Mental Illness Isn’t Sexy Enough For You was published which detailed some of the challenges I’ve faced as a teacher with serious mental illness. Although I’ve become gradually more confident in speaking out about my experiences, for many working in education with mental illness, there is too much at stake for them to be able to do the same. It’s clear that strides forward have been made in the realms of teacher mental health, but for those of us with mental illness, resources and understanding are sorely lacking.
Here is the link to my book: https://www.amazon.co.uk/gp/aw/d/1805010670/ref=tmm_pap_swatch_0?ie=UTF8&dib_tag=se&dib=eyJ2IjoiMSJ9.eMN7CSJN8yAXZ5LF9EtaQQ.UXJCGah2s3DoEkFTDqRf2TfZOyzEcavIn2mhgstUTXI&qid=1781934392&sr=8-1
How do we Measure Diversity, Equity, Inclusion, and Belonging (DEIB) in Schools?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
Creating a truly inclusive school community goes beyond celebrating differences – it requires intentional measurement, reflection, and action. Schools that commit to Diversity, Equity, Inclusion, and Belonging (DEIB) understand that “what gets measured, gets improved.” But how can educators and leaders effectively measure something as complex and human-centreed as belonging or equity?
- Define What DEIB Means in Your Context
Before measurement comes meaning. Every school community is unique, and so are its DEIB priorities. Start by engaging key stakeholders – students, families, teachers, and staff – to define what diversity, equity, inclusion, and belonging mean in your context.
- Diversity: Who is represented in your community?
- Equity: Do all students have access to the resources they need to succeed?
- Inclusion: Do all voices feel heard and valued?
- Belonging: Do individuals feel safe, accepted, and connected to the community?
Establishing shared definitions ensures everyone understands what you’re trying to measure and why it matters.
- Use Quantitative Data to Identify Gaps
Numbers tell part of the story. Collect and analyse demographic and performance data to identify patterns of inequity or exclusion.
Consider tracking by identity group:
- Student admissions and retention
- Staff recruitment, progression and attrition demographics
- Student attendance, behaviour and engagement
- Staff development and leadership opportunities
- Student progression rates
- Staff community involvement
- Student extra-curricular involvement
Use data disaggregated by subgroups to uncover disparities that may not be visible in overall averages.
- Gather Qualitative Insights to Understand Lived Experiences
Numbers reveal patterns; stories reveal impact. Use surveys, interviews, and focus groups to explore how students and staff actually experience school life.
Example methods:
- Climate and belonging surveys: Ask how safe, respected, and supported individuals feel.
- Student voice circles: Provide structured opportunities for students to discuss inclusion and school culture.
- Teacher and family feedback sessions: Capture multiple perspectives on equity and access.
Look for patterns in experiences – especially among groups historically underrepresented or marginalised.
- Evaluate Curriculum and Practices
A key dimension of DEIB lies in what students learn and how they learn it.
Audit your:
- Curriculum materials: Are diverse identities, histories, and voices represented authentically?
- Disciplinary policies: Are they applied equitably across student groups?
- Teaching practices: Do pedagogical methods support multiple learning styles and perspectives?
- Professional development: Are staff supported in building cultural competence and equity awareness?
- Measure Belonging Intentionally
Belonging can be the hardest – and most crucial – aspect to measure. It is about emotional connection and psychological safety.
You can measure belonging through:
- Belonging scales in climate surveys
- Social network mapping (e.g. how connected students feel to peers and teachers)
- Observation protocols (e.g. participation patterns, classroom inclusion)
Ask questions such as:
- “Do you feel accepted for who you are at school?”
- “Do you have at least one safe adult you trust at school?”
- “Do you see yourself reflected in what you learn?”
- Turn Data Into Action
Measurement is only meaningful if it drives change. After analysing results, share findings transparently with your community and co-create improvement goals.
For example:
- If certain groups feel less belonging, launch an intervention like student mentoring.
- If data show disparities in discipline, review policies and provide staff training on restorative practices.
- If representation is lacking in the curriculum, form a review committee to expand perspectives.
Progress should be tracked over time, with regular opportunities to celebrate growth and identify new challenges.
- Commit to Continuous Improvement
DEIB measurement is not a one-time audit – it is a continuous process of listening, learning, and leading with empathy. As your community evolves, so will your understanding of what inclusion and belonging mean.
By pairing data with dialogue, schools can create environments where every student and educator feels seen, valued, and empowered to thrive.
Key Takeaway
Measuring DEIB in schools is not about checking a box – it is about cultivating awareness, accountability, and action. When schools combine data with authentic voices, they build the foundation for equity and belonging that benefits every learner.
What Families of Neurodivergent Students Want Teachers to Know
Written by Tessa Dodson
Tessa Dodson is an education writer passionate about supporting teachers and fostering inclusive classroom environments. She specializes in covering classroom resources, educational trends, teacher wellness, and practical strategies to help educators succeed.
There is often a gap between what schools think neurodivergent students and their families need and what they actually need. Neurodivergence refers to differences in how the brain processes information and includes common conditions such as ADHD, dyslexia, autism spectrum disorder and dyspraxia. Neurodivergent children may have different day-to-day experiences at school depending on how their needs are met and understood.
While most schools may focus on formal plans and processes, parents and guardians tend to prioritise everyday understanding and clear communication. Here are some of the things that families want teachers to know and what they feel will most impact their neurodivergent child in school.
Seeing the Child Beyond the Label
Parents and carers want teachers to see neurodivergent children as individuals, rather than defining them by a diagnosis. Estimates suggest that one in seven students is neurodivergent, highlighting how common neurodivergent diagnoses are within the school population.
While diagnostic labels provide a good starting point to understand a child better, they can only describe certain traits. They don’t offer the full picture of a child’s school experience. For instance, two pupils with the same condition may have entirely different sensory profiles, communication styles and emotional needs. For this reason, educators need to remain curious and adapt their teaching methods based on ongoing observation rather than fixed assumptions.
Prioritising Acceptance
Families would want educators to go beyond awareness of a child’s condition and focus on accepting and supporting them as they are, including adjusting the environment to help them succeed. This approach often produces positive outcomes. For example, an autism centre that advocates this acceptance-based approach reports that 98% of parents observed an improvement in their child’s ability to start conversations with others.
Communicating Clearly
Families often emphasise regular, straightforward communication. Small, meaningful updates about daily experiences often matter more than formal review points. When communication is consistent across staff and settings, children are more likely to feel secure and understand expectations. Mixed messages, on the other hand, can create uncertainty and make school feel less predictable for neurodivergent learners.
Individualised education programs (IEPs) involve structured meetings that bring parents and educators together to formally map out a child’s individual support needs and learning goals. IEP meetings are a good example of how schools and families can work collaboratively to create more consistent and supportive learning environments for neurodivergent children.
Understanding Behaviour as Communication
Families understand that behaviour is often a form of communication rather than simple compliance or disruption. When a neurodivergent child becomes overwhelmed, withdrawn or reactive, there is usually an unmet need driving that response. What seems like erratic behaviour from a child with autism, for example, may reflect sensory overload or anxiety.
According to the Department for Education, 166,041 students in England are autistic, with over 70% attending mainstream schools. These figures highlight that many teachers are working with autistic pupils every day, often in classroom settings where they may encounter difficult behavioural responses linked to unmet sensory or emotional needs.
In these situations, approaches that explore the cause of behaviour, rather than focusing solely on managing the outward response, are often more effective and respectful of the child’s experience.
Providing Flexible and Responsive Support
Effective support is rarely one-size-fits-all. Adjustments that work well for one child may not suit another, even when their diagnosis is similar. What families value most is educators’ ability to adapt support in real time, depending on how the child is managing on a given day. Rather than relying on preplanned strategies, using responsive approaches for teaching neurodivergent students allows educators to recognise and meet children’s changing needs more effectively.
Creating Safe Environments for Learning
Guiding and teaching neurodivergent students successfully involves creating environments where children feel safe, understood, and supported in everyday classroom situations. Sensory needs, predictable routines and thoughtful transitions can all make a meaningful difference. For example, offering a neurodivergent child a quiet place to calm down when things get too noisy or overwhelming can help them ease back into learning.
The Right Kind of Support
What families of neurodivergent students consistently ask for is not more complexity, but greater clarity, responsiveness and understanding in school. When teachers combine professional expertise with attentiveness to lived experience, children are more likely to feel supported and able to access learning in meaningful ways.