Between 15-20 per cent of children in the United Kingdom are thought to be neurodivergent with a range of conditions such as: attention deficit hyperactivity disorder (ADHD), autism or sensory processing differences, which means that their brains work and process information in a different way.
Many of these children currently attend mainstream schools, including 71 per cent of children with autism, however, new research funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration Kent, Surrey and Sussex (ARC KSS), reveals how there has been little guidance for teachers on how to best teach and support neurodivergent pupils as part of the Personal, Social, Health and Economic (PSHE) curriculum.
In response, a team of researchers from the University of Sussex, have been working with partners from Brighton and Hove City Council's Families, Children and Learning team, Brighton and Hove Inclusion Support Service and neurodivergent pupils from local secondary schools to co-design some resources that will help make PSHE teaching in secondary schools more inclusive.
The Inclusive PSHE Teaching in Secondary School: Guidance for Teachers, sets out recommendations for PSHE teachers to use to help them create a more inclusive learning environment.
Dr Devyn Glass, Post Doctoral Research Fellow at the University of Sussex and ARC KSS, explains:
"PSHE education has become an important, statutory part of the school curriculum, by offering a programme of learning that supports children and young people to develop their experience and knowledge needed to stay healthy, safe and equip them with life skills.
"Yet, for some pupils, this is not always the case. For some neurodivergent children, PSHE lessons can increase feelings of anxiety, limiting the degree to which they feel able to participate and engage. That's why we have been working with our partners and these young people to produce some resources that will support teachers to deliver the lessons in a more inclusive way."
The project team are now inviting PSHE teachers and school leaders to:
- Make a pledge for this 2024/2025 academic year and share what you will do to change your practice based on the guidance created with young people.
- Fill in this short survey to share your pledge and help assess the impact and feasibility of the guidance.
- Display your pledge poster in your classrooms, to raise awareness of the positive changes being made in your school.
A summary of the guidance is also available in three posters for display in classrooms.
- Recommendations poster – making PSHE more inclusive
- The Foundations of Inclusive PSHE poster
- PSHE pre-requisite skills poster
Rachel Milton, Senior SEN Specialist Autism and Language Teacher, Professional Lead for Autism, Brighton and Hove Inclusion Support Service, said:
“This has been such an exciting project to be a part of, as it centres our students’ autistic experiences in understanding how PSHE has been, and can be, taught. We know how important PSHE is to helping young people lead healthy, happy, and independent lives. Historically, these lessons have not always been relatable or accessible to some of our autistic community, with long-lasting negative consequences.
"Driven by the feedback from the autistic young people in the project, this new guidance aims to give PSHE lessons maximum impact and improve the lives of young autistic people in school and beyond. As more and more teachers share their pledges with the school community and the research project, it is wonderful to see so many schools actively seeking to make a positive change and to help their autistic students know they are seen, heard, understood and valued.”
Read the Inclusive PSHE Teaching in Secondary School report.
For more information about the project, please contact:
