Neurodiversity means that we are all different in how we think, feel, and learn, because our brains process information differently. This paradigm provides a positive framework for talking about diagnosed conditions and other differences that impact learning, and for celebrating differences while still recognising needs [1]. It rejects categorisation of some needs as being “extra” or “special”, instead drawing attention to all people having cognitive, social, sensory, and support needs, which may be met to different degrees in a given environment--such as a classroom.

While neurodiversity is receiving increased attention in educational research and practice, it is starting from a low baseline of awareness. Training and classroom activities related to individual diagnoses or learning needs are still more common. It is extremely rare for neurodiversity to explicitly feature in curricula or policy, or to be included within broader conceptualisations of diversity or disability. Even where teachers or educational leaders wish to teach about this paradigm, there is an almost total lack of positive, age-appropriate educational materials.

The LEANS project (2020-2022) developed the first English-language programme to introduce neurodiversity and neurodivergence tochildren aged 8-11, focusing on UK and Irish mainstream primary school contexts (i.e. school provision not specialised for children with disabilities). It aims to increase pupil and teacher understanding of how differences in cognition, interaction, and sensory processing impact everyone’s school experiences, and to promote inclusive actions and attitudes. Unlike psychoeducation programmes focusing on neurodivergent children only [2] or teacher training about specific diagnoses, LEANS is not an intervention for perceived problems or deficits, but upskills all pupils and staff members through whole-class work focused on understanding and acceptance. It stresses that every classroom will be neurodiverse.

The LEANS programme was iteratively developed by a neurodiverse team of researchers (n=7) and a participatory design team of experienced educators with professional and lived experience of neurodiversity (n=8). LEANS was explicitly funded as a participatory project, and did not pre-commit to key definitions, factual content, or resource format/structure of the resources. The group developed these over multiple design and reflection cycles, in addition to completing more detailed planning around specific activities and delivery guidance for teachers [publication in preparation]. The final LEANS resource consists of 7 topics: introducing neurodiversity, classroom experiences, communication, needs and wants, fairness, friendship, and reflecting on our actions. It uses a mixture of hands-on activities, discussions, and storytelling about a neurodiverse class.

LEANS was evaluated in primary schools using mixed methods, as detailed in the methodology and conclusions/findings sections below.

An updated LEANS, incorporating pupil and teacher evaluation feedback, was publicly released June 2022 [3], with 4,300+ downloads worldwide across the following 11 months. Follow-up data collection is ongoing to systematically measure LEANS adoption and delivery during the 2022-23 school year, though educators have been anecdotally reporting adoption via social media and e-mail.

Given the practical relevance of the neurodiversity paradigm and general lack of resources (across languages), we propose that the methodologies of the LEANS project are a valuable proof-of-concept and template for other neurodiverse groups who wish to collaboratively develop teaching materials for their local contexts. In addition to a forthcoming design publication, we plan to release our design process materials as a free OSF project, to better enable use of LEANS-as-template. Alternately, the existing LEANS content could be licensed, translated and adapted into other languages. A Flemish-language translation is already in progress (projected release 2023).

LEANS was evaluated using a mixed methods study. Its objectives were to assess the feasibility, acceptability, safety, and impacts of using teacher-led programme delivery in a real classroom. The study included in four mainstream primary schools in mainland Scotland between August-December 2021 (two small rural schools, two larger urban schools). Eight P5-P7 classes across four schools opted into participation. Over 6-12 weeks, teachers delivered the 7 topics to their whole class, using stories and hands-on activities and administering the baseline and outcome measures. Due to Covid-19 disruption and absences, delivery timelines varied across classes. Parents were able to opt in to the evaluation study, which meant sharing their child’s measures with the researchers, providing demographic information, and completing a Strengths and Difficulties Questionnaire (SDQ [4]). To evaluate the impacts of LEANS, we used bespoke, age-appropriate measures of knowledge of neurodiversity concepts, attitudes, and intended actions in the school context. Quantitative analyses and measures were pre-registered [5]. At baseline and outcome, children completed the Attitudes and Actions Questionnaire (AAQ), containing items about perceptions of or intended actions in school situations (e.g. “The person sitting next to you is having a really hard time doing a lesson. They look like they need some help. What do you think is the best thing to do?” followed by five response options). Children completed the Neurodiversity Knowledge Questionnaire (NDKQ) at outcome only, as topic and vocabulary knowledge was expected to be negligible at baseline. Qualitative data collection focused primarily on feasibility and safety objectives, and eliciting concrete points for resource revision. Data included free-response quiz questions at post-test, asking children to share what they had learned or to share any feedback “for the people who made LEANS”, Teacher feedback was in the form of unit-by-unit diaries, reporting on the delivery experience, time estimates, and any perceived problems or positive impacts.. We also interviewed a selection of children after completion of LEANS, focusing on neurodivergent children (per parent report).

One class withdrew prior to outcome measures, citing time pressure. In total, 139 children participated in LEANS, of which 62 had parent consent for participation in the evaluation (female=36, mean age 9.84 years). Of these, 17.74% of children had additional support for learning needs (parent-reported), including diagnoses such as ADHD, or undiagnosed but suspected challenges. Missing scores were imputed from classmates’ scores. The percentage of children who identified the correct definition of neurodiversity increased from 17.7% at baseline (below chance) to 59.7% at outcome. Furthermore, more children endorsed actions or interpretations that aligned with the inclusive values of LEANS (per AAQ scores from baseline to outcome, p < .001). Children’s neurodiversity knowledge at outcome (per NDKQ) was significantly above chance (p < .001). There were no significant correlations between parent-reported difficulties on the SDQ and change scores, suggesting that all children similarly benefitted from LEANS, regardless of reported learning needs. Qualitative data suggested that the resource was both acceptable and frequently enjoyed, and led to concrete, useful insights for some pupils, for example that it can be “fair” if classmates receive differential treatment due to differing support needs. We found no evidence harms across any data collected, or school communications. These results are highly encouraging, especially given the disruption of Covid-19 during the evaluation period. Based on post-test scores and qualitative data, LEANS appears to be a successful tool for introducing neurodiversity concepts in primary schools, offering a basis for ongoing classroom discussion and facilitating longer-term change.

[1] Milton, D., Ridout, S., Murray, D., Martin, N., & Mills, R., eds. (2020) The Neurodiversity Reader: exploring concepts, lived experiences and implications for practice. Pavilion, Hove, UK [2] Gordon, K., Murin, M., Baykaner, O., Roughan, L., Livermore‐Hardy, V., Skuse, D., & Mandy, W. (2015). A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high‐functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 56(4), 468-476. [3] Alcorn, A.M., Fletcher-Watson, S., McGeown, S., Murray, F., Aitken, D., Peacock, L.J.J., & Mandy, W. (2022). Learning About Neurodiversity at School: A resource pack for primary school teachers and pupils. University of Edinburgh. https://salvesen-research.ed.ac.uk/leans [4] Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of child psychology and psychiatry, 38(5), 581-586. [5] Alcorn, A. M., McGeown, S. P., Mandy, W., & Fletcher-Watson, S. (2021, October 6). Learning About Neurodiversity at School (LEANS): Evaluation of the LEANS resource pack in mainstream primary schools. https://doi.org/10.17605/OSF.IO/38JRH