An exciting day. Everyone in the circle started clapping and agreeing it was the best possible thing we could fundraise for during our neurodiversity week.
I asked the pupil how she thought her idea met the brief of an important contribution to our school that included everyone and would be something positive that we see the impact of everyday.
The pupil replied: “A hot tub would make everyone happy and I’m pretty sure someone would use it every day!”
One pupil then quietly sat down next to her, put her arms round her shoulders and said: “I don’t think we’ll be able to do that. We all said it had to include everyone and I don’t think we could get a hot tub big enough to fit everyone in!”
This was the first meeting of our neurodiversity champions.
Where it all started
The idea of creating neurodiversity champions emerged organically as we observed a growing population of pupils with diverse learning needs and hidden differences within our school.
We recognised the need for a dedicated community to ensure that decisions regarding neurodiversity were made with the voices of neurodiverse pupils at the forefront.
Beyond advocacy, we aimed to create opportunities for community-building, allowing neurodiverse pupils to meet role models and like-minded peers.
A fully accessible process
To ensure inclusivity, we wanted to ensure that the process of becoming a neurodiversity champion was fully accessible. We encourage our pupils to record their work in creative ways that are personalised and useful to them to aid their progress, so it seemed fitting that applications followed the same principles.
Applications were accepted in various formats. Some pupils chose to submit videos showcasing their passion for neurodiversity, while others expressed themselves through artistic or written means.
A “live” option where pupils could speak to me in person to discuss their motivations ensured that no-one was left out due to communication preferences. This approach allowed us to choose a diverse group of champions from years 3 to 6, representing the school across different areas.
We later extended this initiative to the senior school, with champions nominated as part of their broader diversity committee.
‘Let’s keep talking’ – a neurodiversity week like no other
Our neurodiversity champions meet fortnightly and sometimes more often when leading up to an event such as Neurodiversity Week. They have been instrumental in planning and executing so many different events that are accessible to all, ensuring that neurodiversity is not merely a focus for a week, but an on-going aspect of our school culture.
The champions took the initiative to choose the theme "Let's Keep Talking" for Neurodiversity Week last year, emphasising the importance of continuous dialogue and awareness. To ensure that even their theme was accessible, a range of accessible communications were taught during the week, including British Sign Language (BSL), and interpreted assemblies took place.
They also introduced a “Makaton Monday”, where pupils could drop in to learn some more accessible strategies. The BSL classes were so successful that they have now become a regular club in the summer term for upper key stage 2.
In addition, the pupils prepared questions for and hosted a special podcast in which they interviewed Lizzie Acker from the Great British Bake Off. They had a candid and thought-provoking conversation about what it is like to be neurodiverse.
During the conversation with Lizzie they asked about her favourite book. She shared that she didn’t read lots of books because of her neurodiversity. This led the pupils to put forward a proposal for an audiobook library that would be available for all pupils to use – something which is now in the process of being offered as part of our library service.
One of the most popular events of the week was the dyspraxia discos. These morning opportunities to help pupils warm up their gross motor skills emphasised the interconnectedness of physical and mental wellbeing.
Although they were initially planned as a Neurodiversity Week activity, they evolved into a positive wellbeing initiative that continued into the summer term.
Pupils’ active involvement also extended to developing and running their own assembly on what neurodiversity is, breaking down stereotypes and fostering understanding among their peers.
Ensuring all voices are heard
One of the highest impact initiatives undertaken by the neurodiversity champions was their focus on pupil voice. They facilitated focus groups to explore what neurodiversity means across the school and how pupils feel supported. This not only provided valuable insights into the experiences of neurodiverse pupils but also created a platform for open dialogue and understanding.
This then helped our senior leadership team to develop an INSET on adaptive teaching and neurodiversity, including a whole-school audit assessing how neurodiversity is being included and celebrated across the classroom.
The findings from this audit served as inspiration for other teachers, fostering a collaborative approach to neurodiversity inclusion. The initiative was so successful that we decided to extend the project to other schools within the Girls' Day School Trust.
The impact of our neurodiversity champions
Our neurodiversity champions initiative has been embedded into all areas of our school life and the impact has been profound.
Staff are inspired to ask questions and try innovative ideas and approaches to support neurodiverse pupils, above and beyond the already exemplary efforts that are seen in the classroom every day.
Working in collaboration and partnership with other schools has helped us open avenues to focus on the wellbeing of neurodiverse young people, creating a ripple effect that goes beyond the confines of our own institution.
Numerous neurodiverse staff members have come forward to form a community, sharing best practices on navigating neurodiversity in education.
Where to start?
The journey with our neurodiversity champions has not only enriched the lives of neurodiverse pupils but has also created a more inclusive and understanding school community.
So, if you would like to create something similar in your school, where should you begin. Here are six lessons learned:
- Specialised skill development: Incorporate time for social collaboration, team-work, and inclusive skill-building within the group to empower neurodiverse pupils with essential life-skills. This may be the first time that the pupil has represented the school, so it is important to take time to ensure they are prepared and able to put their “best foot forward”.
- Flexible deadlines: Maintain fixed meeting times while offering flexible drop-in times for pupils who may feel overwhelmed or unable to attend. This ensures a perfect balance between structure and flexibility to meet the needs of a wider range of pupils.
- Facilitation and explanation: Facilitate the group, supporting everyone's ideas, while clearly explaining why certain ambitions may not be achievable. Acknowledge and appreciate all suggestions, providing constructive explanations when necessary.
- Acknowledgment of achievements: Create a table documenting each group member's achievements. This can serve as a valuable resource when building future applications for leadership roles within the school.
- Parent-friendly guides: As neurodiversity may still be a novel concept for some parents and carers, create guides and outlines that are accessible and parent-friendly. This ensures buy-in and support from all stakeholders.
- Pupil voice: Place the pupils' voices at the forefront of initiatives. Regular direct interaction with neurodiverse pupils often provides a more impactful learning experience for staff compared to traditional training courses or CPD sessions.
Final thoughts
The success of our neurodiversity champions initiative serves as a testament to the positive impact that a pupil-led, inclusive approach can have on the entire school community. By sharing our experience, we hope to inspire other educators to embark on similar initiatives, fostering a culture that celebrates neurodiversity and empowers all pupils to thrive.
- Emily Rushton is SENCO and neurodiversity champion lead at Bromley High Junior School in Bromley. Emily Rushton and Bromley High Junior School won the Co-production Initiative of the Year at the 2023 Nasen Awards. For more information on the awards, visit https://nasen.org.uk/awards