Diversity Views

As schools strive to build neuro-affirming environments in the face of an education system that is quite the opposite, the importance of relationships between teachers, support staff, and families is paramount. This is an idea which is often explored in Diversity Views. Such environments are trauma-informed, relationship-based, and meet students where they are at; where connection always precedes correction, and young people are actively encouraged to unmask. Over the last few months, we have worked hard to lay the foundations of our parent community, attempting to unify parents with shared values.

Last Friday, while students enjoyed a well-earned pupil free day, teaching staff engaged in professional development sessions which focused on well-being. It is undeniable that neurodivergent young people are at greater risk of mental illness and feelings of low self-worth than their neurotypical peers, which means training in this area is paramount. Our second session focused particularly on building a shared understanding of what is means to be neurodivergent, how it affects the way that a young person learns and what neuroaffirming spaces look like. The highlight of the session was when one of our parent advocates spoke to staff about their own journey as the parent of a neurodivergent child, commenting on the important role that teachers play in this journey.