Advocacy Document

Advocating for Neurodivergent Learners in Scottish Mainstream Classrooms

Context and Purpose

In Scotland, the legal presumption of mainstreaming, enshrined in the Education (Additional Support for Learning) (Scotland) Act 2004, affirminf the right of all children to be educated in mainstream settings unless specific exceptions apply.

While this principle is rooted in inclusion and equity, its implementation has often fallen short for neurodivergent learners.

This document seeks to highlight the key challenges faced by neurodivergent children and their teachers under the current system and to advocate for actionable change.

Key Challenges for Neurodivergent Learners

1. Inadequate Support and Resourcing

   • Many mainstream schools lack the staffing, training, and assistive technologies required to meet the diverse needs of neurodivergent pupils.

   • Individualised Education Plans (IEPs) and Coordinated Support Plans (CSPs) are inconsistently implemented and monitored.

     
     

2. Sensory and Environmental Barriers

   • Overstimulating classroom environments with excessive noise, light, and activity levels can be distressing and impair learning.

     
     

3. Social Isolation and Bullying

   • Neurodivergent children may face difficulty with peer interactions and are at increased risk of social exclusion or bullying.

   • "Inclusion" often means physical presence without meaningful participation.

     
     

4. Curricular Inflexibility

   • Rigid curricula and assessments fail to accommodate diverse learning profiles.

   • Behavioural differences are frequently pathologised instead of being understood through a neurodiverse lens.

     
     

5. Mental Health Concerns

   • Persistent misunderstanding and unmet needs can lead to anxiety, depression, and school refusal among neurodivergent learners.

     
     

Challenges for Educators

1. Insufficient Training

   • Many teachers lack comprehensive training in neurodiversity and inclusive strategies.

     
     

2. Increased Workload and Emotional Labour

   • Managing a class with diverse needs without adequate support staff adds to teacher stress and burnout.

     
     

3. Systemic Constraints

   • Delays in accessing specialist assessments and inconsistencies across local authorities hinder timely and appropriate support.

     
     

4. Ethical and Professional Dilemmas

   • Educators often struggle to reconcile systemic limitations with their professional commitment to pupil wellbeing.

     
     

Recommendations for Systemic Change

1. Enhanced Training and Professional Development

   • Mandatory neurodiversity and inclusion training at both initial teacher education and ongoing CPD levels.

     
     

2. Improved Resourcing

   • Increased investment in support staff, educational psychologists, and assistive technologies.

     
     

3. Flexible Curriculum and Assessment Models

   • Develop and implement curricular pathways that are adaptable and recognise diverse ways of learning and demonstrating understanding.

     
     

4. Whole-School Inclusion Policies

   • Promote positive, inclusive school cultures where neurodivergence is understood and valued.

     
     

5. Review of the Presumption of Mainstreaming

   • Ensure that the principle serves the best interest of each child, and not budgetary or administrative convenience.

     
     

Conclusion

True inclusion for neurodivergent learners in Scotland requires more than a legal presumption. It demands a commitment to resourcing, training, understanding, and systemic flexibility. Only then can we create classrooms where every child has the opportunity to thrive.