Some children and young people who think and learn differently, especially those who are autistic, are more likely to struggle with going to school regularly. Even if they don’t have learning difficulties, they might still need changes or support at school to help them feel safe, comfortable, and confident.

Neuroinclusion means actively creating supportive and welcoming environments where diverse neurological conditions, such as autism, ADHD, and dyslexia, are not just tolerated but are valued.

Neuroinclusion is at the heart of Devon’s OAIP and Targeted Support Frameworks used in schools.

Neuroinclusive practice and EBSA

Drawing on research from Dinah Aitken and Sue Fletcher-Watson from the University of Edinburgh, a neuroinclusive approach in schools can be summarised in these four areas.

Moving from ‘fixing’ to ‘supporting’

Instead of trying to make children and young people behave like everyone else, schools should focus on helping them feel understood and supported.

• Neurodivergent children aren’t expected to act like their neurotypical peers.
• Tools like behaviour charts or social skills lessons aimed at ‘fitting in’ aren’t always helpful.
• Children should be given what they need to thrive, like noise-cancelling headphones, flexible seating (beanbags, wobble cushions), visual timetables, or using a laptop or tablet instead of handwriting.

Listening to neurodivergent voices

Schools should support children and young people by listening to them and the people who know them best.

• Neurodivergent children and young people, their families, and staff are involved in decisions about what works.
• Lived experience gives valuable insight into how to make school more inclusive.

Challenging ‘one-size-fits-all” thinking

Every child and young person develops in their own way, and that’s okay.

• For example, if handwriting is difficult, schools can support them to use typing instead – it’s about finding what works for them, not forcing them to follow a set path.

Creating a sense of belonging

Inclusion isn’t just about being allowed in the room, it’s about feeling safe, understood, and valued.

• When children and young people feel they have to hide who they are (called ‘masking’), it can affect their mental health.
• We want every child and young person to feel accepted just as they are.

You may also find it useful to read our information on neurodivergent learners.