Neurodivergence Connect Training Programme - Feedback Report

This report analyses feedback from 31 participants across three Neurodivergence Connect training sessions held between June 4th-17th, 2025. The sessions featured parent-led insights focusing on supporting neurodivergent children with Autism, ADHD, PDA, and RSD. The feedback demonstrates exceptional positive impact on participants' understanding, confidence, and practice, with Neurodivergence Connect's parent-led approach being universally valued as transformative professional development.

Key Findings

Impact on Understanding of ASN Families

Participants consistently reported that hearing directly from ASN parents provided invaluable insights into the daily experiences of neurodivergent children and their families. The parent-led approach was described as groundbreaking, with one participant noting: "Have attended many training sessions on neurodivergence but this is first session where parents' perspectives were at the forefront."

Key insights gained included:

• Deeper appreciation for daily challenges: Educators gained understanding of the magnitude of seemingly small incidents and their cumulative impact on a child's day

• Insight into masking behaviours: Recognition that children may present differently at home versus school, with some masking their difficulties in educational settings

• Understanding of morning routines: Appreciation for the complexity of home routines and their importance in preparing children for the school day

• Recognition of family expertise: Acknowledgement of parents as knowledgeable experts in their children's needs

• Real-life context: Understanding how neurodivergent children actually experience school environments

  
  

Practical Strategies Identified

Participants highlighted numerous actionable strategies they plan to implement:

Communication and Language

• Using "low demand language" and phrases like "I wonder if..." instead of direct instructions

• Being mindful of triggers in language used with children

• Adopting the phrase "Be the calm in their storm"

• Understanding how rephrasing questions can cause anxiety by restarting thought processes

• Learning effective communication approaches for children with PDA profiles

Classroom Strategies

• Body doubling techniques to support focus without drawing negative attention

• Incorporating "big movement" activities into daily routines, particularly before the school day begins

• Using communication passports and home-school diaries for better information sharing

• Chunking work to support focus and reduce overwhelm

• Understanding sensory needs accommodation

• Implementing predictability and routine structures

Partnership Working

• Establishing ASN representation on Parent Councils

• Improving communication channels, recognising that different families prefer different methods (face-to-face, email, written)

• Taking time for meaningful conversations with parents to understand individual needs

• Building stronger home-school collaboration frameworks

  
  

Changes in Perspective

The sessions provided significant shifts in understanding:

• Understanding of PDA (Pathological Demand Avoidance): Many participants gained new insight into how instructions can be perceived as demands, raising anxiety levels

• ARFID awareness: Clarification and understanding of Avoidant/Restrictive Food Intake Disorder

• Dopamine needs: Recognition of neurodivergent children's need for dopamine stimulation

• ASN viewpoint on achievements: Understanding how success looks different for neurodivergent children

• Importance of predictability: Greater appreciation for how uncertainty affects neurodivergent children

• Volume and diversity of experiences: Increased respect for the range of challenges faced by ASN families

  
  

Confidence Levels in Partnership Working

Across all sessions, confidence in working in partnership with parents showed strong positive trends:

• Very confident: 6 participants (19%)

• Confident: 3 participants (10%)

• Somewhat confident: 16 participants (52%)

• Neutral: 6 participants (19%)

Notably, 81% of participants expressed at least some confidence in partnership working, with 29% feeling confident or very confident. No participants reported feeling not confident at all.

Professional Development Needs Identified

Participants identified several areas for continued professional development:

Specific Training Areas

• NAIT (specific assessment tool) and University of Edinburgh research on LEANS

• ARFID (Avoidant/Restrictive Food Intake Disorder)

• Sensory support resources and strategies

• Classroom setup for ASN pupils

• De-escalation strategies

• PDA-specific approaches

• Supporting complex, diverse classroom needs

Format Preferences

• Continuation of parent-led sessions

• Topic-specific sessions covering different ASN conditions

• More Q&A opportunities, which participants found most beneficial

• Training for support staff, not just teachers

• Better preparation of parents with advance questions

• More time allocated to parent sharing

Resource Development

• Educational materials about neurodiversity for all children

• Practical classroom implementation guides

• Communication tools and templates

• Everyday regulation strategies

  
  

Session Impact by Role and Experience

Early Career Teachers and NQTs found the sessions particularly valuable, appreciating the emphasis on avoiding assumptions and recognising individual differences. They valued becoming aware of different resources and gaining confidence in application.

Experienced Educators valued the reinforcement of partnership working principles and gained new practical strategies to enhance their existing practice. Many noted this was their first training where parent perspectives were central.

ASN Specialists appreciated the parent expertise and plan to recommend the sessions to colleagues, recognising the value for professional upskilling.

Support Staff (including after-school care practitioners) found the parent perspectives invaluable and suggested alignment with broader professional standards beyond education.

Challenges and Solutions Identified

Current Challenges:

• Managing complex, diverse classroom needs with limited support

• Large class sizes (up to 30 pupils) with minimal classroom assistance

• Need for immediate, practical strategies that can be implemented daily

• Balancing multiple neurodivergent needs within mainstream settings

Proposed Solutions:

• Focus on simple, successful everyday strategies

• Emphasis on prevention and regulation techniques

• Better preparation and structure for parent input sessions

• Cross-sector collaboration and standards alignment

  
  

Participant Satisfaction and Engagement

The qualitative feedback demonstrates exceptional satisfaction levels with numerous powerful direct quotes:

Transformative Nature of Parent-Led Approach:

• "Have attended many training sessions on neurodivergence but this is first session where parents' perspectives were at the forefront"

• "Learning from lived experiences for me is where real understanding can be established"

• "Thought this was wonderful. The openness and honesty from the parents was extremely valuable"

Appreciation for Parent Contributions:

• "Appreciate parents taking time out of their evening to help give teachers a greater insight into the lives of their neurodivergent young people"

• "Thank you to everyone for taking the time to speak. It's great to hear from people who are so experienced"

• "Really appreciate the group and parents taking their time to share with us"

Impact on Professional Practice:

• "I think your work in setting up neurodivergence connect is fantastic. Having the ability to bring parents and educators together will greatly support better communication, understanding and implementing key strategies to support every individual on their journey"

• "Great session very informative and I have a lot of take away to research further and see what would work for my learners"

• "I learned so much from the first session, I'm looking forward to gaining more knowledge and understanding from the next 2 sessions"

Session Quality and Value:

• "Brilliant, thank you!"

• "It was very insightful"

• "Really informative will definitely be joining more"

• "I have found the sessions both interesting and very helpful"

• "A great idea that has taken off because of a clear need for adults working in a school establishment to have more information that will benefit all involved with the young people in our classrooms"

Commitment to Future Learning:

• "Looking forward to exploring the tools and sites signposted"

• "Thank you so much!"

• "I will be directing other ASN parents to your site"

• "I will be recommending to colleagues and those I work with"

  
  

Recommendations

Based on comprehensive feedback analysis, the following recommendations are proposed:

Immediate Enhancements

1. Increase parent sharing time while reducing introductory content

2. Provide parents with potential discussion topics in advance

3. Ensure structured coverage of specific areas like PDA strategies

4. Prioritise Q&A elements in all sessions

5. Consider multi-format contributions (written/video) for parents unable to attend

Short-term Development

1. Create topic-specific sessions covering different ASN conditions

2. Develop resource banks with tools and strategies mentioned

3. Establish networks for ongoing parent-educator collaboration

4. Create guidance for implementing communication passports

Medium-term Strategy

1. Develop training modules for support staff and classroom assistants

2. Create classroom setup resources for ASN support

3. Establish formal partnership frameworks between schools and ASN families

4. Expand to cross-sector alignment (SSSC codes alongside GTCS)

Long-term Vision

1. Embed ASN parent voices in regular CPD programming across Scotland

2. Develop university partnerships for student teacher training

3. Create sustainable support networks through organisations like Scottish Out of School Care Network

4. Establish Neurodivergence Connect's model as best practice for neurodivergence professional development

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Conclusion

The Neurodivergence Connect training programme has successfully achieved transformative impact on participants' understanding, confidence, and practice. Neurodivergence Connect's parent-led approach represents a paradigm shift in neurodivergence training, with participants consistently noting this was their first experience of training centred on lived experiences rather than theoretical knowledge.

The feedback reveals not just satisfaction but genuine professional transformation, with educators gaining practical strategies, enhanced empathy, and increased confidence in supporting neurodivergent pupils and their families. The high levels of engagement, commitment to implementation, and demand for continuation demonstrate the significant value and impact of Neurodivergence Connect's innovative approach.

Neurodivergence Connect has established a strong foundation for scaling across Scotland's education system, with clear pathways for development that will enhance an already highly successful model. The partnership between parents and educators fostered through these sessions represents a significant advancement in inclusive education practice and neurodivergent support.