Rethinking what’s possible…
How personal development, integrated therapy and academic ambition combine to transform outcomes for neurodiverse young people.
By Nick Wergan, Group CEO Cavendish Education
Speech, Language and Communication Needs (SLCN) can impact a child’s learning, confidence and social interaction. Here, you’ll find tools, insights and expert advice to help children express themselves, connect with others, and access learning through the power of communication.
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.
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.
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.
English teacher and dyslexia specialist Annie Crerar explores how thoughtful classroom environments, multisensory teaching and inclusive strategies can remove barriers for dyslexic learners -supporting confidence, literacy and self-esteem while benefiting every student.
By Angela Sherry and Claudia Cardoso. Speech and language therapists (SaLTs) do more than support spoken communication, they help build the foundational language skills that underpin reading, writing, and learning across the curriculum.
By Amy Leeke. Dyslexia rarely exists in isolation. This guide explores how it overlaps with ADHD, DLD, dyscalculia, and more – offering practical insights to help educators support learners with multiple, intersecting needs.
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.
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.
James Gilbert-Farrell, Deputy Head at Abingdon House School and former Royal Shakespeare Company director, explores how creative subjects such as Drama, Music, Dance, and Art empower students with unique learning profiles to build confidence, communication, and emotional wellbeing.
Joanna Taylor, Wellbeing HLTA at Ripplevale School, answers common questions about social stories and how they can support autistic individuals in navigating daily life.
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.
Claire Bailey, Compliance Audit Officer at Cavendish Education, and David Shearer, Computing Teacher at The Holmewood School, share insights into how online games and social media can benefit neurodiverse children — and offer practical advice for families on promoting safe and balanced internet use.
Bridget Young is the Headteacher at The Holmewood School London, an Outstanding specialist school for young autistic people. She is passionate about social outcomes as well as academic, and supports young people to thrive independently within their communities. She writes about travel training for National Road Safety Week.
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.
With specialist support and a calm, understanding environment, Natalia* moved from panic attacks and low confidence to feeling settled, engaged and ready for greater independence.
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 anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
