How schools think about neurodiversity
The system and how to work with it
This section will explain how schools in England, Wales, Scotland, and Northern Ireland are structured when it comes to supporting neurodivergent children. It will cover the role of the SENCO (or ALNCo in Wales), the graduated approach of assess-plan-do-review, and how schools categorise additional needs. Parents often feel that the system is opaque, and this page will make it legible.
This section will describe the difference between SEN Support and an Education, Health and Care Plan (EHCP), how decisions are made about which children receive additional provision, and what "reasonable adjustments" means in a school context under the Equality Act 2010. It will also cover the duty to make reasonable adjustments for disabled pupils, which includes many neurodivergent children.
This section will address common misunderstandings between parents and schools, including the belief that a diagnosis automatically triggers support, the assumption that schools have unlimited resources, and the reality that teachers receive very limited training in neurodevelopmental conditions. Understanding these constraints helps parents advocate more effectively.
This section will outline how to build a constructive working relationship with school, including the importance of written communication, keeping a record of meetings, and approaching conversations as collaborative problem-solving rather than adversarial negotiation.
Key points
- The SENCO (or ALNCo) is the key contact for neurodivergent children in school, and requesting a meeting with them is your first step
- Schools use a graduated approach called assess-plan-do-review, and understanding this cycle helps you participate meaningfully
- A diagnosis does not automatically trigger additional support; schools respond to the impact on learning and daily functioning
- Under the Equality Act 2010, schools have a duty to make reasonable adjustments for disabled pupils, which includes many neurodivergent children
- Keeping written records of all communications and meetings with school is essential for effective advocacy