Not all neurodivergent children have learning difficulties, but they might still need some changes or extra support at school to help them.
Some children who are experiencing difficulties in attending school, may have one or more of the following neurodivergent profiles. Some children and young people may show a mix of different traits.

Types of neurodivergent profiles

The term neurodiversity is used to explain the concept that our brains all work differently. This list provides a simple overview of well-known neurodivergent profiles, along with trusted UK sources of information for parent carers.

Autism

Description: Differences in social communication, sensory processing, and flexibility of thought.

Trusted information source: National Autistic Society

ADHD

Description: Differences with attention, impulsivity, and/or hyperactivity.

Trusted information source: ADHD Foundation

Dyslexia

Description: Difficulties with reading, spelling, and phonological processing.

Trusted information source: British Dyslexia Association

Dyspraxia (DCD)

Description: Motor coordination difficulties affecting movement, organisation, and sometimes speech.

Trusted information source: Dyspraxia Foundation

Dyscalculia

Description: Specific difficulties with understanding numbers and mathematical concepts.

Trusted information source: National Numeracy

Tourette Syndrome

Description: A neurological condition involving involuntary tics and vocalisations.

Trusted information source: Tourette Action

Sensory Processing Difficulties

Description: Over- or under-sensitivity to sensory input (for example, sound, light, touch). Often co-occurs with other conditions.

Trusted information source: Sensory Integration Education

Speech, Language and Communication Needs (SLCN)

Description: Difficulties with understanding or using spoken language, which may be linked to neurodevelopmental differences.

Trusted information source: ICAN Children’s Communication Charity

Getting support for your child’s needs

The support offered at school to each child and young person should focus on understanding and supporting them as individuals, and be based on what they need to feel happy and successful in school, not just on labels or diagnoses.

There are many reasons why families might choose to seek an assessment for things like autism, ADHD, or Tics and Tourette’s Syndrome, and just as many reasons why they might not. Every family has the right to decide what’s best for them.

If you’re thinking about getting an assessment or just want to learn more, you can find helpful information here: Neurodiversity | Children and Family Health Devon.