Reports Part of series: Neurodiversity in Mainstream Schools Grant Programme reports
A purposeful programme for preparing neurodivergent learners for their future pathways, co-created with key stage 4 students
This project looked at how schools prepare neurodivergent young people for post‑16 transitions, developing a co-created, arts-based programme to support future planning. The researchers argue that transition support must move beyond information provision to identity-building, confidence and agency, using creative and co-created approaches.
Key findings are:
Implications for policy and practice:
Lecturer in Education at The Open University
After training as a primary school teacher at Edge Hill University, Poppy Gibson has spent the last 20 years working in education; 11 years in London primary schools, and the past nine years working in higher education in primary education teams....
English Teacher at Ealing Hammersmith & West London College
Toby Doncaster is an experienced English educator, coach and digital learning specialist with over 30 years’ experience in further education. He teaches GCSE English and supports learners aged 15–19, with a strong focus on confidence,...
Senior Lecturer at The Open University
Jon Rainford is Senior Lecturer at The Open University. Having worked across a range of educational settings, his doctoral research focused on exploring the gaps between policy and practice in relation to widening participation in higher...
Student at Open University
Charon Gates is a student in the School of Education, Childhood, Youth and Sport, where she is also a Personal Development Planning Team Leader and a student voice and wellbeing ambassador. Charon is the Open Student Union Faculty Rep for...
Relationships Director at Inclusion Education
Marie Greenhalgh is the Relationships Director at Inclusion Education and Lead for Baton of Hope, Basingstoke. With over 17 years of experience in the organisation, she has led the development of programmes and education provision that support...