It Takes All Kinds of Minds: Fostering Neurodivergent Thriving at School

Rachael Davis is a lecturer in Psychology and Education at Queen Margaret University, Edinburgh. Informed by her experiences as a teaching assistant, Rachel’s current research prioritises neurodivergence voices to inform best practice in educational settings. She is a strong advocate of public engagement and community outreach; ensuring that research is accessible for everyone.Claire O’Neill is an experienced teacher and teacher-educator, working in the areas of inclusion, neurodiversity and wellbeing. She is also a writer and researcher and shared her participatory autism research at the It Takes All Kinds of Minds conference in 2023. Claire’s lived experience as a neurodivergent parent of two neurodivergent children informs both her professional work and research.Sue Fletcher-Watson is a Professor of Developmental Psychology at the University of Edinburgh and was Co-Chair of the It Takes All Kinds of Minds conference in March 2023. Her recent research has focused on investigations of the double empathy problem in cross-neurotype interactions, and on the application of the neurodiversity paradigm to methods of school support. Sue uses co-production methods in all her work and is an advocate for neurodivergent leadership in research. She is also a parent of two neurodivergent children.

“Clear, comprehensive, and brilliant; an indispensable resource for teachers, administrators, policymakers, and anyone interested in helping the next generation thrive. The sensible, practical strategies for inclusive education that the authors present in this marvellous book will support the wellbeing and scholastic success of every sort of young mind.” - Nick Walker, Professor of Psychology, California Institute of Integral Studies“I love the whole book. It is such a nourishing and hopeful read. I think what has stood out to me most is that the book takes us forward. There is so much to complain about in education, but this put a fire in my belly.” – Kerry Murphy, Early Childhood Specialist"This inspiring book offers practical, evidence-based strategies to help schools create environments where neurodivergent students feel they belong, can achieve, and will truly thrive. The UK government’s desire to support all neurodivergent children makes this essential reading, but it is a powerful resource for everyone committed to inclusive education globally." - Professor Mark Mon-Williams, University of Leeds and Bradford Institute for Health Research“This is a brilliantly accessible book covering practical ways to implement neurodiversity-affirming approaches that will benefit all. Essential reading for practitioners.” - Victoria Honeybourne, Neurodiversity Specialist and Author"A much-needed book that offers excellent insight into what changes and adaptations neurodivergent children deserve at school. Powerful writing and powerful advocacy." - Pete Wharmby, Autistic Author and Speaker "If this book were a food it would fulfil three vital requirements: incredibly delicious, utterly nutritious, and easy to digest. I would recommend it to anyone with an appetite for learning about neurodivergent-affirming practice within education. A brilliant read." - Dr Luke Beardon, The Autism Centre, Sheffield Hallam University"The book is packed with valuable insights. I only wish something like this had been available when my son needed it. The range of perspectives brings real depth, with something for everyone to take away. I know some of the contributors personally, and they are well-deserving of being included, their voices add authenticity and meaning. Every institution should have a copy." - Dr Venessa Swaby, Autistic Speaker, Founder A2ndvoice CIC and AT Autism Associate

• Editor BiographiesContributorsAcknowledgementsPrefaceGlossaryIntroductionSection Introduction: Environments1. Using Outdoor Spaces to Support Neurodiversity-Affirmative Playtime in Schools Catherine Watson2. Space to Be Myself: Getting Play and Breaktimes Right for Neurodivergent PupilsJenny Gibson and Samantha Friedman3. Understanding and Meeting the Sensory Needs of Neurodivergent Learners: Implementing and Evaluating the Use of Flexible Seating in an Inclusive Primary SchoolHeba Al-Jayoosi and Laura Crane4. SPaRKs (Songwriting, Performance and Recording Kickstarter) Music Project – Informing Creative Learning and Skills for Neurodivergent TeenagersJane Macdonell, Sam Johnston, Devin Casson and David CalverSection Introduction: Practice and Pedagogy5. Creating Inclusive Learning Spaces for Neurodivergent Young People: A Personal Journey, 30 Years in the MakingGareth D. Morewood6. Embracing Monotropism and FlowFergus Murray and Helen Edgar7. Embedding a Humanising Compassionate Pedagogy for Collaborative Learning in the Neurodiverse ClassroomElaine McGreevy8. Informing Educational Practice by Supporting, Listening to and Acting Upon the Voices of Neurodivergent LearnersCraig Goodall9. It Takes All Kinds of Minds (ITAKOM) and IntersectionalityFrances Akinde10. Character Strengths: Changing the Language to Change ExpectationsClara O’Byrne11. Universal Design for Learning in a Neurodiverse WorldMargaret FloodSection Introduction: Relationships in and Around School12. The Learning About Neurodiversity at School (LEANS) programme in the Context of Neurodiversity-Affirmative PracticeAlyssa M. Alcorn, Amy Nic Thaidhg and Alun Flynn13. Empowering Neurodivergent Young People: Insights from a School-Based Peer Support InitiativeFrancesca Fotheringham, Katie Barrowman and Justine Young14. Islands of Safety: The Importance of Non-Teacher Educators in Curating Felt Safety for Autistic Children and Young PeopleKieran Rose15. The LISTEN Framework – Fostering a Values-Led Neuroaffirmative Climate in SchoolsPaula PrendevilleConclusion: A Shared Journey Forward Index