Neurodivergence recognises and celebrates the diversity of how minds work. This section offers guidance for supporting autistic students, ADHD profiles, and other forms of neurodiversity—centred on strength-based, inclusive approaches.
Loz Foskett explores how play therapy and play-based activities can help neurodivergent pupils regulate anxiety, build emotional safety and feel more ready to learn through sensory experiences, movement and connection.
How personal development, integrated therapy and academic ambition combine to transform outcomes for neurodiverse young people.
By Nick Wergan, Group CEO Cavendish Education
Jon Mansell explores how PDA, EBSA and demand avoidance can affect school attendance, explaining why neurodivergent learners may avoid demands and how connection, flexibility and emotional safety can support gradual re-engagement.
Jon Mansell shares neuroaffirming strategies to help families support young people through end-of-term changes and the summer holidays, using predictable routines, low-demand planning and realistic expectations to reduce anxiety and protect emotional wellbeing.
Jon Mansell explores why Emotional Based School Avoidance is rising and how compassionate, individualised support can help anxious and neurodivergent young people re-engage with school safely, gradually and successfully.
Niamh Little explores how specialist boarding can provide SEMH learners with consistency, trusted relationships and supported opportunities for independence, creating a secure home-from-home where young people can regulate, reconnect with education and prepare confidently for adulthood.
Amy Clampin explains how effective EHCPs can move beyond paperwork to become personalised, working plans that centre each young person’s voice, align families and professionals, and create the safety, support and ambition needed to thrive in education and adulthood.
Matthew Mackay from Wilds Lodge School explores how behaviour often communicates unmet needs, not defiance. Using a trauma-informed lens, he explains how ACEs shape stress responses and why emotionally available adults, co-regulation and restorative repair can rebuild safety, trust and readiness to learn.
Mary Rennie explains how Wilds Lodge supports SEMH learners through emotionally safe environments where behaviour is understood as communication. From co-regulation to restorative “repair and reflect,” the focus is on relationships, consistency and a culture of hope that helps young people reconnect with learning.
Christopher Lloyd shares how Abingdon House School tailors integrated support for a pupil with autism, ADHD and EAL, combining therapy-led strategies, multisensory learning and clear routines to build focus, safe social connection and confidence ahead of a carefully planned transition.
James Gilbert-Farrell shares a case study showing how integrated support at Abingdon House School helped a GCSE student with autism and dyslexia build confidence and independence, using assistive technology and oracy strategies to reduce barriers and achieve strong qualification outcomes.
Rachel Cullen shares a day-in-the-life case study showing how Abingdon House Prep personalises learning for a student with autism, ADHD and anxiety, blending classroom adaptations, therapeutic input and trusted relationships to reduce barriers, build resilience and support meaningful engagement.
Rory Vokes-Dudgeon is the Headteacher at Abingdon House School, a specialist school dedicated to removing barriers to learning for students with SEN. Rory is passionate about ensuring all students have the opportunity to achieve meaningful outcomes. In addition to his role at Abingdon House School, Rory guest lectures at King’s College London on maths education and support for SEN learners.
Melody Carter explores how practical, hands-on learning, especially food tech and life skills, can boost confidence, independence and problem-solving for students with Specific Learning Difficulties, offering meaningful success beyond text-heavy classrooms and helping learners thrive in real-world contexts.
Dyslexia is often described as a “superpower,” but the day‑to‑day challenges can be significant. Jodie Grant explores the emotional impact of dyslexia and how supportive strategies at home and school can protect confidence and wellbeing.
Koen Claeys outlines Cavendish Education’s pioneering trial of AI-powered teaching tools to enhance SEN support. From creative avatars to real-time feedback, students are engaging more confidently, while teachers gain a powerful partner, not a replacement.
Throughout November, our Insight Hub has explored how AI and digital technologies are transforming the educational landscape, reshaping how students access learning, how teachers personalise instruction and how schools design for inclusion. In this fourth instalment, we step inside one of our London schools to see what this looks like in practice.
Koen Claeys explores how AI can personalise learning for students with SEN, empowering diverse learners through tailored support. With teachers at the heart, AI becomes a partner in helping every pupil thrive as their authentic self.
Koen Claeys explores how combining Artificial Intelligence with human connection can transform education. By enhancing accessibility, confidence and personalised learning, this partnership helps neurodivergent pupils grow through both innovation and empathy.
ADHD in girls is often hidden behind masking and self-blame, leading to late diagnosis and unmet needs. This guide explores why symptoms differ from boys and how early recognition and support can help girls thrive.
Bridget Young is the Headteacher at The Holmewood School, London and has 20 years’ experience in education with 13 years in autism-specific education. She brings both personal and professional experience of neurodivergence, and has a special interest in coaching, habits, and wellness.
Louise Wallis-Jones shares practical, compassionate advice to help neurodivergent children build confidence, regulate emotions, and make meaningful connections with others—supporting friendship on their own terms.
This guide explains ADHD in children, from signs and executive functioning to effective classroom strategies. Discover how to create inclusive, strengths-based environments that support focus, confidence, and success for neurodivergent learners.
This guide explores neurodiversity in education, what it means, why it matters, and how educators can create inclusive classrooms that celebrate cognitive differences and support every learner’s strengths, needs, and wellbeing.
Cavendish Education redefines SEMH by focusing on student strengths, not behaviours. Through trauma-informed care, emotional literacy, and nurturing school cultures, learners are empowered to feel safe, supported, and ready to thrive.
Introduction Every child has a unique way of seeing the world, shaped by their interests, experiences, and the way their brain works. For autistic young
This comprehensive guide walks parents and educators through the process of recognising, diagnosing, and supporting children with autism and other special educational needs, with a focus on early identification, co-occurring conditions, and empowering families with the right tools.
The Headteacher of Gretton School in Cambridgeshire, Beth Elkins, shares what a privilege it is to work with Autistic children from her own unique perspective and explains why specialist provisions are so important for this wonderful cohort.
Joanna Taylor, Wellbeing HLTA at Ripplevale School, answers common questions about social stories and how they can support autistic individuals in navigating daily life.
At Bredon School, sport is a pathway to confidence, inclusion, and success. Director of Sport David Hughes explains how a broad, inclusive programme helps every pupil thrive—whether competing nationally or simply enjoying physical activity.
Steve Proctor, Head of Sixth Form at Burlington House School, shares how real-world experience helps students with unique learning profiles grow in confidence and prepare for life beyond education.
Rachel Cullen is a Speech and Language Therapist and is Head of Mental Health and Wellbeing at Abingdon House School – www.abingdonghouseschool.co.uk Here, Rachel shares her insights about anxiety – what it is, how to recognise the signs, and how to provide help and support for your child.
Here Nuala Dalton, SENCo at Burlington House School, London, outlines some of the potential signs of learning differences in children and what actions to take if you think your child might have Special Educational Needs and Disabilities.
In support of Dyslexia Awareness Week, 5-11th October 2020, we asked Bredon School to share some of their top tips to support dyslexic learners in the classroom.
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
After multiple school moves and rising anxiety, Alex* found calm, confidence and progress through the right therapeutic support at the right time.
After severe school-based anxiety, sensory difficulties and social isolation, Sam* rebuilt trust, returned to learning and is now attending regularly, building friendships and feeling hopeful about the future.
After years of disruption and repeated school moves, Zahir* found stability, belonging and a strengths-led pathway – building friendships, confidence and ambitions for a future in the creative arts.
