Evidence-Based SEND Interventions: Whole School Neurodiversity Best Practice

The Neurodiversity Reality in Today's Classrooms

As most teachers will be familiar with, 15-20% of children in mainstream schools are neurodivergent, with diagnoses including autism, ADHD, dyslexia, developmental language disorder, and other neurodevelopmental conditions. This creates a rich tapestry of students, each with their unique strengths and needs.

Yet most teachers receive less than 10 hours of SEND-specific training during their initial teacher training. This stark disconnect between classroom reality and teacher preparedness can create a challenging environment for both pupils and staff.

"In my PGCE, we had one afternoon on SEND. Now I have six neurodivergent pupils in my class with completely different needs and I'm expected to know exactly how to support them all" - Year 4 teacher, Newcastle

The impact of this knowledge gap affects teacher’s confidence and enjoyment, as well as children's mental health, behaviour, attendance, and life outcomes. With this in mind we can understand the rise in persistent absence levels, with neurodivergent pupils being five times more likely to experience school anxiety.

Whole-school approaches to neurodiversity support aren't just "nice to have" – they're essential for creating truly inclusive learning environments where all pupils can thrive.
 

The Neurodiversity Knowledge Gap: Understanding the Scale of the Challenge

The gap between what teachers need to know and what they're taught about neurodiversity is substantial and systemic:

• A 2023 survey found that 78% of newly qualified teachers rated their confidence in supporting neurodivergent learners as "poor" or "very poor"
   
• Only 12% of teachers reported receiving any post-qualification training in supporting autism in mainstream classrooms
   
• 67% of teachers said they rely primarily on internet searches rather than formal training when faced with supporting a neurodivergent pupil
   

This knowledge gap perpetuates several damaging misconceptions:
 

Common Misconception	Evidence-Based Reality
"Real" SEND support requires specialist intervention	85% of neurodivergent pupils' needs can be met through high-quality classroom teaching with appropriate adaptations
Neurodevelopmental conditions are rare	Between 15-20% of pupils have some form of neurodevelopmental difference
Accommodations for neurodivergent pupils disadvantage others	Research shows that neurodiversity-friendly classrooms improve outcomes for ALL pupils
Consistency is less important than specialist expertise	Daily consistent support has greater impact than weekly specialist interventions

 

"When teachers lack training in supporting neurodivergent pupils, they often misinterpret learning differences as behavioural issues or lack of effort, creating a cycle of misunderstanding that damages self-esteem and engagement"
 

The hidden costs of limitations in mainstream support are substantial:
 

• Increased teaching assistant hours (often without appropriate training)
• Higher referral rates to external services with long waiting lists
• Rising exclusion rates leading to alternative provision placements
• Long-term mental health impacts requiring costly interventions

Beyond the Specialist Room: Supporting Neurodiversity Everywhere

The biggest efforts and resource allocations for SEND support often rely on withdrawal interventions – taking pupils out of mainstream classrooms for specialist support. While these interventions have their place, they're insufficient alone and can sometimes be counterproductive.
 

"We used to pride ourselves on our 'nurture room' where neurodivergent pupils received specialist support. But we realised that the differences in expectations between the nurture room and their mainstream classroom were so vast, that many found this transition back incredibly hard to manage" – Primary SENCO, Kent

Research increasingly demonstrates that neurodivergent pupils benefit most when:

1. Classroom environments are consistently adapted to reduce cognitive load and sensory challenges
2. All staff share understanding and approaches to neurodevelopmental differences
3. Support focuses on environmental enablers rather than "fixing" the child
4. Strategies are embedded in daily practice rather than delivered as isolated interventions

 

Neurodivergent pupils outcomes:

Mild / Moderate = Mainly specialist withdrawal interventions

Large = Whole-school neurodiversity approaches embedded

 

"It's about creating classrooms where neurodivergent pupils don't need to constantly 'mask' their differences or struggle against an environment that wasn't designed with them in mind."

 

Evidence-Based Strategies for Key Neurodevelopmental Profiles

Effective whole-school neurodiversity support requires understanding the specific needs associated with different neurodevelopmental profiles and implementing evidence-based strategies consistently.

Autism Spectrum Condition

Core Needs:

• Predictability and routine
• Clear, explicit communication
• Managed sensory environment
• Support with social understanding

 

Evidence-Based Classroom Strategies:

• Visual timetables and schedules
• Advance warning of changes
• Clear beginning/end markers for activities
• Designated quiet spaces
• Explicit teaching of social rules
• Reduced background noise
• Concrete, literal language

 

Impact Evidence: Research by Keen et al. (2021) found that schools implementing consistent autism-friendly environments demonstrated significant reductions in anxiety-related behaviours. Similarly, other research has consistently shown that predictable classroom routines and explicit communication significantly improved curriculum engagement for autistic pupils in mainstream settings.

 

ADHD and Executive Function Differences

Core Needs:

• Support with attention regulation
• Working memory scaffolds
• Structured organisation (executive function) systems
• Movement opportunities
• Strength-based approaches

 

Evidence-Based Classroom Strategies:

• Chunking tasks into manageable steps
• Regular movement breaks
• Visual timers and time awareness support
• Organisational checklists and systems
• Reduced homework burden
• Fidget tools and self-regulation resources
• Strengths-focused feedback

 

Impact Evidence: A comprehensive review by Gaastra et al. (2020) demonstrated that ADHD-friendly classroom adaptations significantly reduce off-task behaviour and improve assignment completion rates. Research over several decades has also shown that access to structured organisation systems and movement opportunities considerably improve academic outcomes for pupils with ADHD in mainstream classrooms.

 

Developmental Language Disorder

Core Needs:

• Simplified language processing
• Vocabulary development
• Processing time
• Visual supports for verbal information

 

Evidence-Based Classroom Strategies:

• Visual supports for verbal instructions
• Colour-coding for grammar and concepts
• Reduced language complexity
• Pre-teaching vocabulary
• Additional processing time
• Alternative recording methods
• Word banks and sentence starters

 

Impact Evidence: Research by Laasonen et al. (2018) demonstrated that mainstream classrooms with embedded DLD support substantially improve curriculum access across multiple subject areas. Other research shows that visual supports for verbal information and pre-teaching vocabulary significantly reduces frustration behaviours and improves academic engagement for pupils with language disorders.

 

Dyslexia and Literacy Differences

Core Needs:

• Reduced text processing demands
• Multisensory learning approaches
• Alternatives to text-heavy materials
• Strengths-based pedagogies

 

Evidence-Based Classroom Strategies:

• Text-to-speech technology
• Reading pens and audiobooks
• Coloured overlays (where individually beneficial)
• Mind-mapping for organisation
• Recorded rather than written responses
• Font and formatting adjustments
• Explicit teaching of subject-specific vocabulary

 

Impact Evidence: A comprehensive study by Knight (2018) found that dyslexia-friendly classroom environments improve subject-wide attainment, not just in literacy-focused subjects. Research has consistently demonstrated that multisensory approaches and appropriate accommodations enable dyslexic learners to demonstrate their true understanding across the curriculum, particularly in content-heavy subjects like science and humanities.

 

Effective Implementation of Whole-School Neurodiversity Training

Research shows several key components that make whole-school neurodiversity training effective in mainstream settings. In particular, successful implementation typically follows a multi-level approach.

 

Key Implementation Components:

The most successful schools adopt a structured approach to neurodiversity training:

1. Universal training for all staff - Ensuring everyone from classroom teachers to support staff have foundational knowledge of key neurodevelopmental conditions
2. Specialist champions within departments - Developing deeper expertise in subject-specific contexts rather than relying solely on centralised SEND teams
3. Environmental adaptations based on sensory and cognitive needs assessments
4. Subject-specific strategy development rather than generic approaches
5. Consistent monitoring systems that track both staff implementation and pupil outcomes

 

Comparing Training Approaches

Different SEND training models have significant differences in effectiveness:

 

Training Component	Traditional Approach	Comprehensive Approach (e.g., STEPS)
Coverage	Often limited to autism and ADHD	Multiple neurodevelopmental conditions
Delivery	One-off INSET sessions	Structured, progressive learning
Resources	Generic strategies	Subject-specific applications
Assessment	Focus on pupil outcomes only	Implementation and impact measures
Follow-up	Limited or none	Ongoing support and development

 

Outcomes

Schools implementing comprehensive whole-school neurodiversity training have reported significant improvements across several key metrics:

• Reduction in exclusions for neurodivergent pupils
• Improved attendance among previously persistent absentees
• Enhanced pupil wellbeing measures and sense of belonging
• Academic progress gains, particularly in previously challenging subject areas
• Increased parental satisfaction with SEND provision

 

"The shift from seeing neurodiversity support as a specialist function to a whole-school responsibility really transformed our provision. Teachers saw adaptations as part of good teaching which benefitted all, rather than additional work." - Deputy Headteacher, Cardiff

Building a Whole-School Approach to Neurodiversity

Implementing effective whole-school neurodiversity support requires systematic approach across two key areas:

1. Developing Shared Language Around Learning Differences

A crucial element of effective neurodiversity support is how staff talk about and with neurodivergent pupils. The STEPS programme includes:

• Staff training on strengths-based language
• Resources for explaining neurodiversity to peers
• Scripts for discussing learning differences without stigma
• Neurodiversity celebration resources
• Pupil-friendly explanations of support strategies

 

"Before STEPS, different staff used different language to describe the same needs. Now we have a consistent, positive vocabulary around neurodiversity that our pupils understand and use themselves"

 

2. Training Progression from Awareness to Implementation

Effective whole-school neurodiversity support requires training at multiple levels:

 

Training Level	STEPS Provision	Alternative Approaches
Level 1: Awareness	Foundational neurodiversity courses to build a shared approach	Often single INSET sessions with limited follow-up
Level 2: Enhanced Knowledge	Deep-dive modules with subject-specific applications	Usually requires external specialist training at significant cost
Level 3: Specialist Implementation	Advanced modules with intervention design and evaluation	Typically requires multiple external qualifications
Ongoing Development	Regular updates, webinars and new resource additions	Often piecemeal and requires additional funding

 

The structured progression in STEPS ensures all staff have appropriate knowledge for their role while creating a sustainable model of in-house expertise.

 

Conclusion: Creating Truly Inclusive Learning Environments

Neurodivergent pupils thrive when whole-school approaches create consistently supportive environments, rather than relying solely on individual interventions or specialist provision.

The Ethical Case

Every child deserves to learn in an environment that recognises and values their neurological differences. When we fail to equip all staff with neurodiversity knowledge, we:

• Force neurodivergent pupils to constantly adapt to neurotypical expectations
• Create unnecessary barriers to learning and wellbeing
• Cause anxiety trigger points in the day due to inconsistent approaches
• Miss opportunities to benefit from neurodivergent thinking and perspectives

 

The Practical Case

Beyond ethics, whole-school neurodiversity support through programmes like STEPS offers practical benefits:

• Reduced pressure on SENCOs and specialist staff
• Decreased referrals to external services
• Lower exclusion and persistent absence rates
• Improved staff confidence and job satisfaction
• Enhanced overall teaching quality benefiting all pupils
• Stronger parental partnerships
• Better preparation for Ofsted discussions around SEND

 

Next Steps for Your School

To begin developing a whole-school approach to neurodiversity support:

1. Audit your current training levels across different neurodevelopmental conditions
2. Assess the consistency of support between year groups, classrooms or subjects
3. Gather feedback from neurodivergent pupils about their classroom experiences
4. Evaluate your current physical environment through a neurodiversity lens
5. Consider comprehensive training solutions like STEPS that provide structured progression for all staff

 

With the right training and resources, every staff member can develop the knowledge and confidence to create neurodiversity-friendly classrooms where all pupils can thrive.

While the initial investment in whole-school neurodiversity training may seem significant, STEPS has a whole system around it enabling your whole school to benefit with minimal administrative time. The long-term benefits – in improved outcomes, reduced specialist intervention costs, and enhanced wellbeing for both pupils and staff – make it one of the most valuable investments a school can make.

 

Click below to learn more about how STEPS could support your school's SEND development

STEPS | Whole School SEND Training 

 

References

• Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22(4), 384-401.
• Education Endowment Foundation. (2021). Improving literacy in secondary schools. London: Education Endowment Foundation.
• Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/hyperactivity disorder: A meta-analytic review. PloS one, 17;11(2): e0148841
• Laasonen M, Smolander S, Lahti-Nuuttila P, et al. (2018). Understanding developmental language disorder-the Helsinki longitudinal SLI study (HelSLI): a study protocol. BMC Psychol;6(1):24
• Keen, D., Adams, D., & Simpson, K. (2021). Teacher ratings of academic skills and academic enablers of children on the autism spectrum. International Journal of Inclusive Education, 25(1), 582-596.
• Knight, C. (2018). What is dyslexia? Relationships between teachers' understanding of dyslexia and their training experiences. Dyslexia, 24, 207–219.
• Webster and Blatchford (2017) The Special Educational Needs in Secondary Education (SENSE) study final report. A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools.