A New Era for Mainstream Schools

In today's educational landscape, the increasing number of neurodiverse pupils and the reduction in funding to support them has created a pressing need for change.

Many education leaders are asking how they can shift their practices to foster environments where all pupils - regardless of neurotype - can thrive. Meaning that that senior and executive leaders in Multi-Academy Trusts (MATs) and mainstream schools, are tasked with not only responding to change but driving it.

With neurodiversity representing 15-20% of the UK school population, and the number of neurodiverse pupils - those with conditions like autism, ADHD, and dyslexia - continues to rise, there’s an opportunity to lead a shift towards more inclusive, effective education practices.

Neurodiversity is no longer an emerging issue - it is a key aspect of the modern educational landscape. Mainstream schools are uniquely placed to harness the latest research to create environments where every pupil can flourish.

Understanding the Call for Change

In 2023, the Department for Education reported that 16.5% of pupils in state-funded schools were identified with Special Educational Needs (SEN), many of whom are neurodivergent.

With increasing pressure to address the unique needs of these pupils, there is a growing awareness that traditional behaviour management approaches, while well-intentioned, may no longer serve this group as effectively as we would hope.

These methods were designed for a different time and a different understanding of pupil behaviour. The education system has been built upon practices that, for many years, helped maintain structure and order.

These methods emerged from research conducted 70-120 years ago, which, while groundbreaking for its time, focused on controlling behaviour rather than understanding it.

Today, however, we have access to a wealth of new research - particularly from the past 20 years - which offers deeper insights into how neurodiverse pupils experience the world and interact with their environment.

Reassessing Our Approaches: Why It Matters

It’s natural for educators and leaders to rely on what they know - approaches that have been shaped by their own experiences in the classroom, their training, and societal norms.

Yet, as research continues to expand our understanding of child development and neurodiversity, it’s important to take a step back and reflect on whether our existing beliefs and practices still serve all pupils.

For neurodiverse pupils, behaviour is often a form of communication rather than defiance. What may look like misbehaviour is frequently a result of sensory overload, executive functioning challenges, anxiety, or difficulties with emotional regulation.

Traditional punitive measures often escalate these challenges, leaving both teachers and pupils struggling. Understanding the needs of neurodiverse children requires us to shift from control to compassion, allowing their unique strengths to emerge in an environment tailored to their needs.

However, making this shift isn’t about abandoning everything we know - it’s about building upon it with the latest science and recognising all pupils, neurodiverse or not, benefit from a more inclusive, supportive approach.

Leading the Change: Evidence-Based Strategies

Mainstream schools are ideally positioned to be leaders in adopting inclusive, research-driven strategies. By embracing this shift, leaders have the potential to create environments where both pupils and staff thrive.

Emotion Coaching
Emotion coaching is one of the most effective tools for helping pupils manage their emotions, particularly those with neurodiverse conditions. Research shows that implementing emotion coaching in schools can lead to a 92% improvement in positive behaviour and reductions in behavioural incidents. By helping pupils understand and articulate their emotions, emotion coaching fosters better relationships between teachers and pupils, while also equipping staff with tools to de-escalate conflicts effectively. For senior leaders, supporting staff to develop these skills can enhance overall school climate and teacher wellbeing.
Nonviolent Communication (NVC)
Nonviolent Communication builds empathy and understanding, which are key to creating inclusive environments. In a mainstream setting, where relationships are central to pupil success, NVC has been shown to reduce classroom conflicts by 34%. By fostering a culture of empathy before punitive measures, and modelling collaborative problem solving, senior leaders can ensure all pupils - especially those who are neurodiverse - build essential life skills, feel supported and understood.
Emotional Regulation
Emotional regulation is a crucial skill for both staff and pupils. Teachers who can model emotional regulation provide an example for pupils to follow, reducing disruptive behaviours and creating a more harmonious classroom atmosphere. This is particularly important for neurodiverse pupils, who may struggle to self-regulate without adult guidance. Schools integrating emotional regulation practices see significant improvements in behaviour, with research showing a 40% reduction in disruptive incidents.

Leading with Vision: Your Role in the Future of Education

As senior leaders, you have a unique role in shaping the future of neurodiversity inclusion. It’s an opportunity not only to improve outcomes for neurodiverse pupils but to create more compassionate, supportive environments for all.

Leading Neurodiversity Inclusive, a program developed by Project Resilience, equips you with the practical tools to make this a reality. The program focuses on turning the latest research in neuroscience and child development into actionable strategies for your schools.

You can find out more about the programme here, which is being run in partnership with Red Kite Connect, commencing on Tuesday 28th January.

Moreover, Project Resilience offers a wide range of services that can help you lead this transformation:

Neurodiversity Audits: A comprehensive review of your school’s policies, support mechanisms and environments, identifying areas for improvement.
Consultancy Services: Tailored advice to help your schools create inclusive environments that support neurodiverse pupils, their teachers, and parents.
Training and Development: Equip your staff with the knowledge and skills to understand neurodiversity and implement research-backed approaches to inclusion.
Parental Support Programs: Strengthen home-school connections by providing parents with the tools they need to support their neurodiverse children at home.

By adopting these approaches, you can lead the way in creating a school culture that prioritises empathy, understanding, and inclusivity.

Be the Change-Maker

MAT and school leaders are at the helm of shaping the future of education. The shift towards neurodiversity inclusion isn’t just about accommodating needs - it’s about transforming the way we think about education.

The evidence is clear: when schools embrace inclusive, research-backed approaches, all pupils benefit. You have the opportunity to lead a new era in education, one where every child, regardless of neurotype, has the opportunity to thrive.

At Project Resilience, we’re ready to support you on this journey. Together, we can make mainstream schools the leaders in neurodiversity inclusion, setting a new standard for educational excellence.

References

Department for Education SEN Statistics, 2023
Emotion Coaching and Behavioural Outcomes, 2020
Frontiers in Psychology, Nonviolent Communication Impact, 2021
Journal of Child Psychology, Emotional Regulation Strategies, 2022

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