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Neurodiversity Celebration week aims to raise awareness of those with neurological differences and challenge harmful stereotypes or misconceptions. We’re supporting our neurodivergent employees, listening to their stories and perspectives to create a more inclusive working environment.

What does Neurodiversity mean?

Neurodiversity is defined as different brain function that may affect somebody socially, learning, attention, mood and or mental functions.

Everyone has talents and things they struggle with and how they see/manage the world. We could all be called neurodiversity – no-one’s mind works in the same way – it’s mostly people who have special educational needs and/or disabilities (SEND) between strengths and weaknesses that are known as ‘neurodivergent’.

Neurodivergent people experience interact with and interpret the world in unique ways.

Neurodiversity usually refers to range of specific learning differences including:

  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorder (
  • ASD/ASC)
  • Asperger’s
  • Developmental Co-ordination Disorder (DCD) also referred to as Dyspraxia
  • Developmental Language Disorder (DLD)
  • Downs Syndrome
  • Epilepsy
  • Specific Learning Disorder/ Differences e.g., Dyslexia, Dyscalculia
  • Tourette’s and Tic Disorders





Focus First on Abilities

We get more of what we focus on. If we only focus on the dis in disability, our children will notice more barriers, more challenges, and more frustration. If we focus on the abilities, our children will notice what they can do, and we will get creative in helping support them to make that happen.

This is what I want children to know and trust: You won’t be good at everything, but you can be good at your thing.

Arm Yourself with Knowledge

This information will help you teach your child about how they learn and understand which skills they can do independently and in which areas they may need to ask for help.

“So, When Are They Ready?”

Like everything else in child development, there is no age, they are all on their own path. Usually, children are ready to talk about their learning style when they begin to question their abilities. It’s best to begin talking to your child at the first sign of frustration. Many kids assume they are no good at everything when they are struggling with just one thing.

Maybe they have noticed their sibling or friend just shrugs things off and moves on while they have huge upset reactions.


Children are very clever and understanding, and many are literal thinkers, so understanding physical differences can be helpful. Begin by explaining the different abilities your child can see, such as a classmate with cerebral palsy who uses a walker, a classmate with diabetes who needs an insulin pump, or even a friend who wears glasses. Once they have an understanding of varying abilities, you can then explain there are some differences they cannot see because they are inside our brain.


You probably can’t tell by looking at me, but my brain works very differently to yours. If you were to meet me, you’d probably notice that I have ginger hair and I usually have Dr Martens on. You might notice that I may not make eye contact unless I am comfortable/confident. But you won’t see that I’m also extremely anxious, become sensitive to bright lights and loud noises, I often miss conversational cues, and I’m hopeless at reading body language. Like around 700,000 people in the UK, I am autistic.

I am proud to be autistic/ have autism. I have many talents and struggle with many things but that is what makes Poppy…




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