Conceptualisations of Neurodiversity and Barriers to Inclusive Pedagogy for Early Career Teachers (ConNECT)
The way teachers think about neurodiversity may affect their capacity and willingness to adopt an inclusive approach in their teaching. With increasing numbers of pupils who are neurodivergent (i.e., with neurodevelopmental differences such as autism, ADHD, and dyslexia), there is a growing need to improve understanding and acceptance of difference within education.
Confidence to meet the needs of all pupils can be a challenge at the start of a teacher’s career, but conceptualising difference as impairment results in less willingness to adapt teaching practices to cater for all. This can have damaging consequences for pupils’ mental health and lead to higher rates of permanent and fixed-term exclusions.
Research has yet to identify factors that shape teachers’ conceptualisations of neurodiversity. A growing body of research suggests that reflective thinking in relation to teaching practice can promote change in complex learning environments, but regarding neurodiversity, this is often under-developed in teacher education programmes.
Aim of the research
To explore connections between conceptualisations of neurodiversity, reflective thinking, and ECTs’ capacity to adopt inclusive principles in neurodiverse classrooms.
To develop an online resource designed to enhance educational practice through helping ECTs learn more about teaching for neurodiversity.
Project Duration
3 years and 8 months
Methods
Co-production groups representing key beneficiaries (early career teachers (ECTs) and neurodivergent communities), will ensure the research reflects their main priorities.
A mixed methods approach: 1. Online surveys to track ECTs from the start of their teacher training to the end of their second year of teaching; 2. Case studies of ECTs in contrasting school settings and from contrasting training pathways; 3. Interviews with teacher educators regarding the preparation of student teachers for teaching in neurodiverse classrooms, in relation to analysis of programme design documentation.
Impact activities
I was awarded an IOE Early Career Researcher Impact Fellowship in 2022. Funding was used to engage with experts, practitioners and beneficiaries to optimise impact throughout the project. Supporting ECTs to meet the needs of all pupils cannot be achieved with ‘quick-fix’ solutions. This fellowship enabled me to engage with stakeholders to facilitate meaningful dialogue and long-term commitment to the research project. Click on the following link to learn more about these engagement activities.
National Autistic Society: Evaluation of Cullum Centres
With financial support from the Cullum Family Trust, the National Autistic Society built centres in five mainstream schools in the South East of England for pupils aged 11 to 16. The centres provide specialist support from trained staff, therapies and a calm setting for autistic students to retreat to.
Research from the NAS and the All Party Parliamentary Group on Autism found that autistic children are being let down by the education system, parents believe their child’s school does not fully meet their needs, teachers do not feel confident about supporting autistic children and that fewer than half of autistic children say they are happy at school.
The Cullum Centres (CCs) are designed to enable academically able autistic students to thrive. Understanding how autistic children can be supported and included most effectively will provide the opportunity to educate and inform decision makers to effect change for future generations of children.
Aim of the evaluation
The aim was to evaluate the impact of this model for pupils, families and schools and to investigate whether the approach can be considered good practice for adoption more widely.
Project Duration
3 years and 7 months (May 2021 – December 2024)
Methods
A mixed-methods approach was used: validated survey scales, interviews and focus groups with pupils, parents and staff, classroom observations and site visits. Data were compared with that of pupils within the mainstream of Cullum Centre schools (MCC) and autistic pupils in non-Cullum Centre schools (NCC).
Findings
Cullum Centres demonstrated significant benefits for autistic pupils, their families, and the wider school community, particularly in enhancing education experiences, attainment, wellbeing, and future potential. Key findings are summarised below:
Impact of Cullum Centres on Pupils, Families, and Schools
- Pupils in CC schools make greater academic progress in core subjects over time compared to their peers in NCC schools.
- Attendance rates for Cullum Centre pupils (87.42%) are higher than autistic pupils without placements (86.53%) and SEN pupils more broadly (83.97%). Additionally, exclusions are lower for autistic pupils with CC placements (3% of all exclusions) compared to those with MCC (5%) and NCC placements (4%).
- Cullum pupils show significantly greater increases in subjective happiness and friendship satisfaction and decreases in peer problems than their non-autistic peers. Cullum placement also predicts greater sense of school belonging.
- Cullum Centres provide a safe space, offering sensory relief, emotional security, and a quieter environment to help pupils regulate, decompress, and navigate the sensory challenges of mainstream school settings. Families report significant reductions in anxiety about their child’s education and greater confidence in the school’s ability to meet their needs.
- Cullum Centres positively influence the wider school community, enhancing autism awareness among staff and non-autistic peers and promoting an inclusive school ethos.
Preparation for Life After School
- Many leavers progress to sixth form or further education, with a small proportion pursuing alternative routes, such as apprenticeships or gap years.
- Several leavers undertake A-levels in diverse subjects, with others choosing BTECs or continuing to complete GCSEs.
- Families and pupils express optimism about future academic, social, and quality of life outcomes, with the Centres playing a key role in fostering these positive trajectories.
Lessons Learned for Establishing and Operating Centres
- Key processes, such as admissions, Year 6 to Year 7 transitions, and funding, require careful management to ensure a smooth start and sustained success.
- Challenges increase as pupils progress into higher year groups, particularly around maintaining individual support and preparing for post-16 pathways.
- Peers’ knowledge of autism improved in Cullum Centre schools due to increased autism awareness. However, there were notable gender differences in intentions of non-autistic peers to share activities with autistic peers according to levels of familiarity with autistic people.
- Staff training remains critical. Teacher support emerged as a significant factor influencing academic self-concept, school belonging and emotional well-being.
Transferability and Value for Money
- The Cullum Centre model shows strong potential for wider adoption, with evidence that key elements – including tailored support, specialist staffing, and a calm retreat space – can be impactful.
- Some elements, such as autism-specific training for staff and enhanced peer understanding, could be implemented independently in mainstream settings with positive outcomes.
- While a full economic evaluation has not been conducted, the findings suggest that the approach delivers significant benefits for pupils and families, which may justify its cost for education authorities.
Dr Anna Cook 