Neurodiversity and AEND (SEND)

Every class you teach is full of learners who think, communicate, and process information in different ways, and making sense of this is key to being an effective, confident teacher. When you build your knowledge of neurodiversity and Special Educational Needs and Disabilities (SEND), you’re not just helping a few individuals, you’re improving your practice for all students. This awareness helps you to plan smarter, teach more adaptively, and create stronger, more respectful relationships with your learners.

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Knowing how neurodiverse students might present in the classroom, whether that’s struggling with executive function, sensory processing, social communication or anxiety, means you're better equipped to anticipate barriers and provide the right support. It also gives you the confidence to hold high expectations for every pupil, instead of falling into the trap of limiting what some students can achieve. Avoiding deficit-based thinking, where SEND is seen as a weakness rather than a difference, is vital for ensuring that all learners feel valued, seen and capable.

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This section looks at why our understanding of SEND and neurodiversity matters so much, how it directly impacts the relationships you build with students, and how it can strengthen your ability to teach a diverse classroom well. It also offers research-based recommendations to support you and your school in building a genuinely inclusive and ambitious environment—where all students are supported to attend, engage, and achieve.