Supporting Neurodivergent Staff: Building schools where neurodivergent staff can thrive

Schools have built environments that are neurodivergent-aware for children but not for adults. Around fifteen to twenty per cent of staff are neurodivergent, but most schools don’t know who they are, and most won’t be told. This session looks at why that happens, what it costs, and what changes when schools stop building support around disclosure and start designing workplaces where fewer people need to ask for help.

Learning outcomes:

• Understand the strengths neurodivergent staff bring to education
• Recognise the workplace barriers most likely to cost neurodivergent colleagues, including masking, sensory load, and rejection sensitivity
• Identify practical, no-cost and low-cost adjustments that work for everyone, not just the staff who’ve disclosed
• Develop more capable line management, including how to communicate, give feedback, and notice without intruding
• Build a school culture where belonging is built into everyday moments, not bolted on through policy