From Reactive to Proactive: 7 Changes to Transform Neurodivergent Support.
Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. It aims to transform how neurodivergent individuals are perceived and supported by providing schools, universities, organisations, and others around the world with the opportunity to recognise the many skills and talents of neurodivergent individuals, while creating more inclusive and equitable cultures that celebrate differences and empower every individual.
This year we thought we would create some useful tips for you, our members and the wider mental health in education community to help support awareness and inclusion. It’s easy to become reactive when thinking about behaviour in the classroom, and with the newest policy paper ‘Every Child Achieving and Thriving‘ fresh in our minds we are giving you some low-cost things to consider today.
We know schools are working hard to support a growing number of neurodivergent pupils. Yet too often, support still begins after a child reaches crisis point — when behaviour escalates, attendance drops, or families seek a clinical diagnosis.
A proactive approach is different. It focuses on understanding needs early, adapting environments, and embedding inclusive practice across the whole school.
Here are seven practical shifts schools can make to move from reactive responses to proactive, sustainable neurodivergent support.
1. Move towards needs-led, transdiagnostic assessment
In many schools, support is still closely tied to whether a pupil has a formal diagnosis. However, waiting lists for clinical assessments can be long, and children’s learning needs cannot be put on hold.
A needs-led, transdiagnostic approach focuses on identifying a pupil’s immediate barriers to learning rather than waiting for a diagnostic label. Using classroom observation, screening tools and staff collaboration allows schools to respond early and tailor support to what the child actually needs day-to-day.
This approach aligns with the DfE’s graduated approach outlined in the Special Educational Needs and Disability Code of Practice (Assess–Plan–Do–Review), which emphasises that support should be based on identified educational needs rather than diagnosis alone.
Relevant guidance:
- Department for Education – SEND Code of Practice (2015)
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 - Department for Education – SEND and alternative provision improvement plan
https://www.gov.uk/government/publications/send-and-alternative-provision-improvement-plan
By focusing on needs first, schools can reduce delays, prevent escalation and support pupils sooner.
2. Carry out specialist sensory and communication audits
For many neurodivergent pupils, barriers to learning are not purely academic — they are environmental.
Bright displays, noisy corridors, unpredictable routines or unclear instructions can lead to sensory overload and communication difficulties that affect engagement and wellbeing.
Whole-school sensory and communication audits, conducted with specialists such as occupational therapists or speech and language therapists, can highlight simple changes that make a significant difference. These might include:
- reducing visual clutter on walls
- using softer or neutral lighting
- creating quiet or low-stimulus spaces
- improving visual timetables and communication supports
These adjustments are often low cost but high impact.
They also align closely with the areas Ofsted considers when evaluating inclusion, particularly how schools support pupils with SEND through their environment, curriculum and communication practices.
Relevant guidance:
- Ofsted – School inspection handbook
https://www.gov.uk/government/publications/school-inspection-handbook-eif - NHS – Sensory processing and environmental adjustments
https://www.nhs.uk/conditions/autism/autism-and-everyday-life/
A well-designed environment helps pupils feel regulated, safe and ready to learn.
3. Build neurodiversity into behaviour policies
Traditional behaviour policies often rely on uniform rules and sanctions, yet neurodivergent pupils may experience behaviour challenges linked to sensory overload, anxiety or communication differences.
When these behaviours are treated solely as rule-breaking, pupils can quickly enter cycles of punishment, exclusion and disengagement.
Proactive schools take a curiosity-led approach to behaviour. Instead of asking “What rule was broken?”, staff ask “What is this pupil communicating?”
Updating behaviour policies to include reasonable adjustments for neurodivergent pupils is also an important legal consideration under the Equality Act 2010, which requires schools to avoid discrimination and make adjustments for disabled pupils.
Relevant guidance:
- Department for Education – Behaviour in schools guidance
https://www.gov.uk/government/publications/behaviour-in-schools–2 - Equality Act 2010 guidance for schools
https://www.gov.uk/guidance/equality-act-2010-guidance
Policies rooted in understanding rather than punishment help schools reduce exclusions and strengthen relationships.
4. Embed Universal Design for Learning and adaptive teaching
Inclusive classrooms work best when flexibility is built in from the start.
Universal Design for Learning (UDL) encourages teachers to plan lessons that offer multiple ways for pupils to access information, engage with learning and demonstrate understanding.
In practice, this might include:
- offering different ways to record work (typing, voice notes, mini-whiteboards)
- using visual supports alongside spoken instructions
- incorporating pupils’ interests to increase engagement
- allowing movement breaks or flexible seating
These strategies benefit many learners — not just neurodivergent pupils.
The approach supports the DfE expectation that all pupils should access a broad, balanced and inclusive curriculum.
Relevant guidance:
- Education Endowment Foundation – Special Educational Needs in Mainstream Schools
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send - CAST – Universal Design for Learning framework
https://www.cast.org
When inclusion is designed into teaching, it becomes the norm rather than an adaptation.
5. Deliver whole-school neurodiversity education
Understanding neurodiversity should not sit solely with the SENCO or pastoral team.
Whole-school education programmes can help staff and pupils understand the strengths, differences and experiences of neurodivergent people. Programmes such as Learning About Neurodiversity at School (LEANS) provide evidence-based resources for classroom teaching and staff development.
When the whole school community learns about neurodiversity:
- differences are normalised
- stigma and misunderstanding reduce
- pupils feel less pressure to “mask” their traits
Masking — when pupils hide their natural behaviours to fit in — is strongly linked to school distress, anxiety and burnout among autistic and neurodivergent pupils.
Relevant organisations and resources:
- LEANS – Learning About Neurodiversity at School
https://www.leanshub.org.uk - Anna Freud Centre – Schools and mental health resources
https://www.annafreud.org/schools-and-colleges/
Creating a culture of understanding strengthens belonging, wellbeing and attendance.
6. Strengthen co-production and pupil voice
Families and pupils themselves are often the best experts on what works.
Yet historically, many support plans have been designed for families rather than with them.
A proactive model prioritises co-production, where schools, parents and pupils collaborate to design support. Tools such as SEND passports, one-page profiles or personalised support plans help capture:
- strengths and interests
- sensory needs
- helpful strategies
- communication preferences
Some schools also create student-led peer groups or neurodiversity clubs, providing safe spaces for connection and leadership.
The SEND Code of Practice emphasises that children, young people and parents must be actively involved in decision-making about support.
Relevant guidance:
- SEND Code of Practice – participation of children and parents
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 - Council for Disabled Children – participation resources
https://councilfordisabledchildren.org.uk
Co-production ensures support is authentic, practical and responsive to real experiences.
7. Invest in practical, ongoing workforce development
Finally, lasting change depends on staff confidence.
Many teachers report that they receive limited training on neurodiversity during initial teacher education, leaving them unsure how to respond to complex needs in the classroom.
Effective professional development goes beyond one-off awareness sessions. It should include:
- coaching in de-escalation and regulation strategies
- strengths-based approaches to learning
- opportunities to practise and reflect on inclusive teaching
- collaboration between teachers, SENCOs and specialists
Leadership commitment is key. Increasingly, Ofsted evaluates whether all staff — not just the SENCO — have the skills to support pupils with SEND effectively.
Relevant guidance:
- Ofsted – SEND and inclusion guidance
https://www.gov.uk/government/organisations/ofsted - Education Endowment Foundation – Professional development guidance
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development
Investing in staff capability helps schools reduce exclusions, improve outcomes and create truly inclusive learning environments.
Continue the conversation with AMHIE
If the ideas in this article resonate with you, why not take the next step and become part of a growing community committed to improving mental health and inclusion in education?
By joining the Association for Mental Health in Education (AMHIE), you’ll connect with professionals across schools, colleges and support services who are working to create more proactive, inclusive environments for children and young people. Members gain access to expert webinars, practical resources, research-informed guidance and opportunities to share best practice with others in the field.
Whether you are a teacher, SENCO, leader, or mental health professional, AMHIE membership can support you to deepen your knowledge, strengthen your practice and stay informed about the latest developments in mental health and SEND support.
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