黑料不打烊

A major new report series published by the 黑料不打烊 sets out practical, evidence-informed approaches to improving the education experience of neurodivergent young people in mainstream settings.

Funded by the , the Neurodiversity in Mainstream Schools Grant Programme brought together four major research projects, each exploring different aspects of effective support. Together, their findings provide schools, policymakers and practitioners with practical, evidence-informed guidance to better support inclusion, engagement and life chances.

The project was designed to improve the educational experience and academic attainment of neurodivergent young people through research conducted in classrooms, schools, colleges or informal learning environments. Neurodivergent young people continue to face a disproportionate risk of exclusion and disengagement within mainstream education. Although recognition of neurodiversity as a natural and valuable form of human variation is increasing, educational environments frequently privilege narrow norms of behaviour, communication and learning. These norms create barriers for young people whose ways of thinking and interacting differ from dominant expectations. Around 20 per cent of the population may be neurodivergent, and attendance difficulties and school distress disproportionately affect neurodivergent young people.

Key findings

With growing concern about SEND provision and rising numbers of neurodivergent learners, the final reports provide practical, actionable insights for policymakers, school leaders and practitioners.

The four studies collectively highlight that improving outcomes for neurodivergent learners depends less on introducing new or more complex interventions, and more on rethinking how education is designed and delivered in everyday practice. Across very different approaches – ranging from classroom environments and transition support to large-scale evidence analysis – the research consistently shows that flexibility, inclusion and responsiveness to student needs are central to success. Schools that move away from rigid, deficit-based models and instead design learning with, rather than for, students see stronger engagement, improved wellbeing and better learning outcomes.

A further clear message is that effective practice combines strong teaching with thoughtful adaptation, rather than replacing it with entirely different approaches. High-impact strategies such as explicit teaching, structured support and high-quality feedback remain foundational, but are most effective when embedded within environments that allow for student voice, creativity, movement and personal relevance. Impact comes from selecting the right approaches for the context and implementing them well.

The research shows that:

• Flexible, inclusive learning environments significantly improve engagement, behaviour and wellbeing.
• Current systems often rely on rigid and deficit-based models that fail to meet learners’ needs.
• Creative and participatory approaches help young people develop confidence, identity and aspirations.
• Student voice and co-creation are central to effective support.

Taken together, the reports and the work behind them call for a shift towards a neurodiversity-informed education system, including:

• Moving from deficit-based to strengths-based approaches.
• Greater recognition of non-formal and creative learning environments.
• Investment in teacher development and cross-sector collaboration.
• Stronger, earlier support for transitions beyond school.
• Embedding student voice in policy and practice.

About the projects

The Neurodiversity in Mainstream Schools Grant Programme, funded by the Kusuma Trust, was a significant investment to support innovative research aimed at improving the school experience and academic attainment of neurodivergent young people. The four projects were awarded following a highly competitive call for proposals and a rigorous evaluation process. These projects reflect a diverse range of approaches to advancing inclusive practices, developing life skills and enhancing pathways to employment for neurodivergent learners. They were led by researchers working in partnership with different educational settings.

The four funded projects were:

Bridging Worlds: Blending organic & co-created digital environments to support neurodivergent young people in mainstream education

Principal Investigator: Tracy Ann Hayes, Plymouth Marjon University; Adam Hart, University of Salford

The project blended organic and co-created digital environments to support neurodiverse learners in mainstream education. By integrating digital and physical resources, this research aimed to develop hybrid learning spaces that promote inclusivity, engagement and success for neurodivergent young people.

‘FutureDiversity’: A purposeful programme for preparing neurodivergent learners for their future pathways, co-created with key stage 4 students

Principal Investigator: Poppy Gibson, The Open University

This innovative programme co-created with key stage 4 students focused on preparing neurodivergent learners for their future pathways. By prioritising the voices and experiences of young people, the research created actionable frameworks to enhance their employability skills and readiness for life beyond school.

EcoNiches of Learning: Secondary science & maths classrooms as neuroinclusive environments

Principal Investigator: Carla Finesilver and Jonathan Berliner, King’s College London

This project explored the application of socioecological niches to secondary science and maths classrooms, aiming to design neuroinclusive learning environments. By leveraging socioecological principles, the work sought to foster settings that align with the strengths and needs of neurodivergent students, ultimately enhancing engagement and academic success in STEM education.

MetaSENse Keys: Mapping effective targeted approaches for students with SEND, key elements for yielding success

Principal Investigator: Jo Van Herwegen, UCL Institute of Education

Focusing on targeted interventions, this project conducted a detailed component analysis to develop an evidence-based teacher toolkit. The toolkit aimed to improve the academic outcomes of students with special educational needs and disabilities by providing educators with practical strategies grounded in robust research.

Read the reports at the links below.