Parents as Key Experts in Neurodivergent Education: Global and Scottish Evidence

At Neurodivergence Connect, we firmly believe in the essential role of parents as experts in the education of neurodivergent children, including those with autism, ADHD, PDA, RSD, dyslexia, and other learning differences. Extensive global research underscores that parental insights significantly enhance educational support strategies, promote inclusive practices, and improve overall outcomes for learners. International studies in educational psychology and inclusive education consistently show that when educators genuinely collaborate with parents and value their deep, experiential knowledge, students achieve better academically, exhibit improved well-being, and experience smoother school adjustments.

Policy frameworks increasingly recognise the critical expertise parents bring. In Scotland, guidance explicitly highlights parents, carers, and families as "by far the most important influences in a child’s life," stating clearly that "when parents and schools work together children do better."

Nevertheless, a significant gap remains between these supportive policies and their practical application in schools. Currently, with approximately 40% of Scottish pupils identified as having additional support needs, many parents continue to report feeling marginalised and frequently describe needing to "fight" to have their knowledge recognised and effectively utilised by educational institutions.

This report by Neurodivergence Connect synthesises global research alongside Scottish specific evidence, advocating strongly for the fundamental integration of parental expertise within the education system. We present compelling examples and case studies demonstrating the positive impacts of this collaborative approach and outline ongoing challenges that need addressing to ensure parents are fully involved in shaping educational practices for neurodivergent learner

Introduction

Educating neurodivergent children requires a personalised, nuanced approach;  one that benefits greatly from the intimate knowledge that families have of their children. The term neurodivergent refers to individuals whose neurological development and learning patterns differ from the typical, encompassing conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), Pathological Demand Avoidance (PDA), Rejection Sensitive Dysphoria (RSD), dyslexia, and others. These learners often experience the world in unique ways and may face barriers in traditional educational settings. Parents and carers, through daily lived experience, accumulate a deep understanding of their neurodivergent child’s strengths, triggers, communication styles, and support needs. This insight positions parents as key experts on their child, a resource that schools can leverage to better meet each learner’s needs.

Globally, there is a growing recognition of the value of parent expertise in education, especially for students with disabilities or additional needs. Disability studies and advocacy movements emphasise “nothing about us without us,” insisting that those with lived experience (including families) must have a central voice in planning and decision-making . Inclusive education paradigms similarly call for family-school partnerships as a cornerstone of practice. The ecological systems theory in educational psychology (Bronfenbrenner) underlines that a child develops within a web of home, school, and community; consistency and communication between these spheres are critical. In essence, when parents and teachers collaborate closely – sharing insights and expertise – the child is surrounded by a coherent support system.

This introduction sets the stage for examining why parental insight is crucial to understanding neurodivergent learners, how integrating parents’ expertise improves teaching practice and student outcomes, and what evidence-based models exist for parent-informed education. We will continually relate these themes back to the Scottish education system, exploring current policies, local examples, and areas for growth in supporting neurodivergent children through parent-teacher partnership.

Why Parental Insight Is Crucial for Neurodivergent Learners

Parents know their children best. This adage holds particular truth for neurodivergent learners, whose needs can be highly individual. A strategy that works for one autistic pupil, for example, might not work for another – but parents often have years of experience learning what approaches soothe their child’s anxieties, what triggers meltdowns, and how to motivate and communicate with them. Research in autism education underscores that parent involvement is “vital for the academic success and overall development” of students on the spectrum.

In a qualitative study of families of autistic secondary students in Spain, active parental participation (through structured home routines, close communication with teachers, etc.) “greatly enhances students’ academic performance and emotional well-being.” The parents in the study could identify subtle stress signals and effective supports for their children, information that proved invaluable for teachers designing accommodations. Similarly, in ADHD, experts note that consistent strategies across home and school are key to managing behavior and supporting learning . Parents’ insight into an ADHD child’s concentration patterns or triggers for loss of focus can guide teachers to preempt challenges. In effect, parents provide a user manual of sorts for how their neurodivergent child learns best.

Parental insight is also crucial in understanding less visible aspects of neurodivergent conditions. For instance, parents of autistic or PDA-profile children can often explain that what may look like “bad behavior” to an untrained eye is actually a response to anxiety or sensory overload . Teachers might not immediately recognize a meltdown as an expression of distress rather than defiance.

Here, a parent’s perspective can reframe the issue: one parent in Scotland described how sudden changes or demands would dysregulate her autistic child, and that understanding this helped the school avoid labeling the child as simply disruptive . In the case of Pathological Demand Avoidance (PDA) – a profile on the autism spectrum characterized by extreme anxiety-driven avoidance of demands – it is often parents who first identify the pattern and develop techniques that work (such as offering choices or using indirect prompts). By treating parents as experts, schools can learn these individualized techniques directly from the source, rather than through trial and error or generic training. Indeed, generic training has limits: “Training can cover general principles, but it can’t tell you how to react if a specific child gets overloaded and distressed – what leads up to that point, and what calms them will be highly individual.” Only a parent or caregiver who has accompanied the child through countless such moments can fully inform that understanding.

Moreover, parental insight encompasses the whole child – their history, interests, and life outside of school. Neurodivergent learners often have uneven profiles (e.g. gifted in one area, delayed in another) and co-occurring challenges (like mental health needs or medical conditions). Parents are key in communicating these nuances. For example, a dyslexic student might excel orally but struggle with written tasks, or a child with ADHD might hyperfocus on topics of passion. Parents can highlight these strengths and interests that teachers might not see in a classroom context, enabling educators to build on the child’s affinities to boost engagement. They can also forewarn about specific stressors: a parent might inform the school that a student with Rejection Sensitive Dysphoria (RSD) (often associated with ADHD) may be unusually distressed by certain feedback, guiding the teacher to be mindful in communication. Without parental input, such critical details might be missed until a crisis occurs. In short, parents’ lived experience provides an expert lens on the child’s unique neurodivergence, which is essential for truly understanding and meeting that child’s educational needs.

Integrating Parental Expertise to Enhance Teacher Understanding and Inclusive Practice

When teachers actively integrate parental expertise into their planning and teaching, the effect is a deeper teacher understanding of the student and more responsive, inclusive classroom practices. Inclusive education research consistently finds that strong parent–teacher partnerships improve teachers’ ability to accommodate diverse learners . One international review put it succinctly: “Productive parent-teacher partnerships are critical to positive student outcomes. This is especially so for students with disability in inclusive settings.”

Parents can often educate educators – providing real-world context that enriches the teacher’s professional knowledge. For instance, a teacher might know the theory of autism, but a parent can share the practical strategies that work for their autistic child (e.g. “Johnny needs five-minute movement breaks after sitting for half an hour,” or “Sara finds it easier to write if she uses a laptop due to her dysgraphia”). Teachers who listen and adapt based on this input tend to create more effective individualized supports.

Concrete examples illustrate how integrating parental expertise leads to better practice. In one case reported by the National Autistic Society, a secondary school SENCO (Special Educational Needs Coordinator) worked closely with parents to develop “Stress Support Plans” for autistic pupils . These were proactive, personalized plans outlining each child’s potential stressors (fire alarms, unstructured social times, sudden changes in routine, etc.) and listing strategies – often suggested by parents – to prevent or mitigate overload . The result was that many crises were averted because teachers knew in advance how to avoid each child’s triggers.

Likewise, regular informal check-ins between the SENCO and parents (even a quick chat over tea every few weeks) allowed for two-way information sharing: parents heard what strategies were helping at school, and teachers heard about any emerging issues or effective techniques from home . One outcome of these exchanges was that classroom strategies were constantly tweaked and refined based on parent input, as well as the pupils’ own feedback . This kind of dynamic adjustment is the hallmark of inclusive practice – recognizing that inclusion is not “one size fits all” but rather a tailored approach evolving with guidance from those who know the student best.

Integrating parental expertise also challenges educators to adopt a true collaborative mindset. It shifts the dynamic from schools unilaterally “doing to/for” the child, to “working with” the child and family. In educational psychology terms, this aligns with a family-centered approach, where professionals honor the family’s knowledge and priorities. Teachers begin to see parents as teammates rather than outsiders. Such a culture of partnership is reinforced by Scottish education policy: the Scottish Schools (Parental Involvement) Act 2006 explicitly recognizes the “vital role that parents play in supporting their children’s learning” and puts a duty on schools and authorities to welcome parents as active participants in school life . The guidance to that Act famously states, “When parents and schools work together children do better.” This principle is borne out in practice – when teachers genuinely collaborate with parents, they tend to implement more inclusive strategies (like flexible homework policies, sensory-friendly classroom adaptations, or communication aids) and respond more empathically to student behaviors. Importantly, it also improves teacher attitudes and insight. Rather than seeing a neurodivergent child’s challenges as misbehavior or poor motivation, a teacher who hears the parent’s perspective (for example, that a child’s seeming disobedience is actually anxiety) can reframe and adjust their approach. In effect, parents act as expert consultants who can coach and inform teachers, leading to a more nuanced understanding of neurodiversity in the classroom.

It should be noted that for such integration to work, teachers and schools must create accessible avenues for parent voice. The notion of co-production is relevant here – meaning parents and professionals jointly plan and problem-solve. As one parent-professional team in the UK put it, collaboration is “not purely a case of meeting round a table after a crisis” but an ongoing, preventive partnership . This calls for schools to be open and creative in engaging parents, from regular communication (emails, journals, meetings) to involving parents in developing individual support plans. A barrier often cited is time and resource pressures on teachers, but investing in partnership can save time in the long run by reducing misunderstandings and trial-and-error interventions. Notably, an Australian study found that teachers themselves were sometimes less engaged in partnerships than parents, undervaluing parent input . Overcoming such attitudes through professional development and policy emphasis is part of improving inclusive practice. In summary, integrating parental expertise transforms teacher understanding, making it more reflective of the child’s reality, and this improved understanding translates into more inclusive and effective educational practices.

Impact on Educational Outcomes and Student Wellbeing

Research from multiple countries converges on the finding that parental engagement has a positive impact on student outcomes, both academic and socio-emotional. A broad evidence base (including meta-analyses) in general education shows that when parents are involved in learning, children tend to achieve more and behave better . This holds true in the context of neurodivergent learners, often with even higher stakes. The tailored support and consistency that come from parent-teacher collaboration can significantly improve a neurodivergent child’s trajectory at school. For example, a 2023 study in the International Journal of Inclusive Education reinforces that improving parent engagement is seen as a solution for boosting outcomes of students with disabilities . When parents and teachers form a united front, students receive clearer expectations and support across environments, which can enhance their progress.

Academic performance gains have been documented in parent-informed models. The Spanish study of students with autism mentioned earlier noted not just qualitative improvements, but concrete academic benefits from active parental involvement . Similarly, a cluster randomized trial in China focusing on children with ADHD found that a combined parent-teacher training intervention led to “significant improvement in ADHD symptoms and academic performance” compared to a control group . In that program, educating both parents and teachers in behavior management and then facilitating regular parent-teacher communication yielded better attention and conduct in class, translating to improved academic work.

Such findings underscore that for conditions like ADHD, where behavior and learning are closely linked, a coordinated approach between home and school can directly boost classroom engagement and achievement. Another aspect is skill generalization: neurodivergent students often struggle to transfer skills from one context to another. When parents know what is being taught and reinforce those skills or strategies at home (and vice versa, teachers incorporate successful home strategies at school), the student is more likely to generalize and retain learning. This complementary approach can reflect in better test performance, project completion, or other academic indicators over time.

Beyond academics, student wellbeing and behavioral outcomes improve with strong parent-school collaboration.

The Spanish ASD study reported enhanced emotional well-being alongside academic gains when parents were closely involved . This is significant because many neurodivergent children experience anxiety or low self-esteem in school if their needs are misunderstood. Parental input helps create a more supportive environment that can reduce stress for the child – for instance, by incorporating “safe spaces” or calming routines a parent knows will help. In the Chinese ADHD trial, one outcome was a reduction in parental stress for the intervention group’s families . Lower parent stress often correlates with lower child stress, as the family system is more at ease; it also indicates that parents felt more supported and less at odds with the school. Indeed, parental confidence in the education system can affect the child’s outlook. A content and empowered parent is better able to advocate and reinforce positive messages about schooling to their child.

There is also evidence that behavioural issues and exclusions can be reduced through parent-informed approaches. When schools heed parent advice on managing a neurodivergent child’s behavior, they are more likely to use de-escalation or support strategies rather than punitive measures. A UK initiative highlighted by practitioners showed that tapping into parents’ knowledge (for example, knowing a child’s triggers and calming techniques) prevented many incidents from escalating to the point of discipline or exclusion . Over time, this means the child spends more time included in class, benefiting from learning, rather than being sent out or kept home. For neurodivergent students who historically have higher rates of school exclusion or refusal, this is a crucial improvement. Academic research aligns with these observations: one review cited in a School Community Journal article notes that school-family partnership quality can influence not just achievement but also the child’s school adjustment and behavior . In essence, better partnership tends to yield a more positive school experience for the child, which in turn fosters better behavior and attendance, creating a virtuous cycle supporting achievement.

In Scotland, outcome data starkly illustrate why improved support (and by extension, parent-inclusive support) is needed. Currently, there is a “wide gap in outcomes” between pupils with Additional Support Needs (ASN) and those without . Traditional attainment measures show lower academic attainment on average for ASN learners, and this has raised concerns that many such pupils’ needs are not being fully met . While multiple factors contribute to this gap, engaging parents as partners is one proven way to help bridge it. Parents can help schools identify what “success” looks like beyond standard exams for their child and can contribute to more holistic measures of achievement. Scottish authorities have acknowledged that better measurement of outcomes for pupils receiving ASL is needed , and parental perspectives are invaluable in defining and tracking those outcomes (for example, progress in confidence or social skills that parents witness at home). In summary, the evidence is clear that students do best when their parents’ expertise is harnessed: academic gains, improved behavior, and enhanced wellbeing are all linked to effective parent-school collaboration for neurodivergent learners.

Global Research and Models Emphasizing Parent Partnerships

Around the world, various educational systems and studies have piloted parent-informed models that treat parents as co-educators or “experts by experience.” The accumulated findings from these global efforts reinforce the theoretical arguments above, showing that such models are both feasible and beneficial. In the United States, for example, federal special education law (IDEA) has long enshrined the role of parents in educational planning through the Individualized Education Program (IEP) process. While the law mandates parental involvement in IEP meetings, researchers note that beyond compliance, the quality of collaboration makes a difference . School communities that embrace parents as equal partners (rather than just informants or consent-givers) often innovate creative solutions tailored to the child. Family-school partnership programs in the U.S. have shown improved outcomes when parents receive training to support learning at home and are invited to help train staff about their child’s needs. One notable approach is the “parent mentor” model, where experienced parents of children with disabilities are employed or volunteer to coach other families and advise schools – capitalizing on parent expertise at a systems level. This aligns with a trend in disability services internationally to use “experts by experience” in service design.

In European contexts, co-production is a buzzword in special education reforms. The 2014 SEND (Special Educational Needs and Disabilities) reforms in England explicitly called for “coproduction” with families, meaning that educational plans and local services should be designed and reviewed in partnership with parents and young people. While implementation has been mixed, the ethos represents a shift toward parent-informed decision making. A 2024 policy commentary from England concludes that “an affirmative model which places SEND pupils and parents at the heart of meaningful reform is urgently needed in schools,” emphasizing genuine co-production of strategies as paramount . This statement, grounded in an English participatory action research study, echoes across other countries too. In Finland, known for its inclusive education practices, schools commonly hold “multi-disciplinary team” meetings that include parents, teachers, psychologists, and when appropriate, the student – embodying the idea that no one perspective is sufficient alone.

At the theoretical level, global scholarship in inclusive education often cites Epstein’s Framework of Six Types of Involvement (parenting, communicating, volunteering, learning at home, decision-making, and collaborating with community) as a guide for comprehensive parent engagement.

For neurodivergent pupils, the most relevant types include effective two-way communication and shared decision-making. Studies in inclusive settings in Australia and New Zealand have found that when parents are actively involved in decision-making (for example, in designing individualized supports or choosing the appropriate placement), the resulting plans have higher rates of success and parent satisfaction. Conversely, barriers to partnership – such as jargon-heavy communication or school staff not valuing parent input – have been identified as major obstacles in realizing inclusive education’s full benefits . It’s telling that research across diverse contexts (Australia, the US, parts of Africa under UNESCO projects, etc.) all point to the notion that empowering parents leads to better inclusion . This convergence has prompted international bodies like UNESCO and the OECD to include parent engagement as a key factor in frameworks for quality and equity in education.

One global model worth noting comes from the field of early intervention (for younger children), which often uses a family-centered model. In family-centered practice, professionals treat parents as the lead decision-makers and experts on their child, with the professionals acting as consultants or supporters. This model has been very successful in improving developmental outcomes in young autistic and developmentally delayed children, as documented in multiple studies . The philosophy is now being extended into school-age education: rather than the family-cantered approach dropping off once a child enters school, forward-thinking education systems maintain a similar stance, ensuring parents remain central. For example, some school districts in Canada have parent-professional teams for planning transitions (like entry to school or moving to secondary) to ensure the child’s needs are fully understood in advance. In Asia, a study in Hong Kong found that training teachers to collaborate with parents of children with ADHD significantly improved not just student behavior but also the teacher-parent relationship quality, suggesting cross-cultural applicability of these principles .

In summary, global research and models reinforce that treating parents as key experts is not a parochial idea but a widely endorsed best practice. Systems that have tried parent-informed or family-partnered approaches – whether through formal policy (like coproduction mandates) or through grassroots programs (like parent mentors and support networks in schools) – show positive results in inclusion and student success. These international lessons provide valuable context and impetus for Scottish education to continue strengthening its own parent-school partnerships for neurodivergent learners.

The Scottish Context: Policies, Progress, and Gaps

Scotland has a strong policy foundation that acknowledges the importance of parents in education, including for those with additional needs. The hallmark legislation is the Education (Additional Support for Learning) (Scotland) Act 2004, as amended, which not only broadens the definition of who has “additional support needs” (encompassing many neurodivergent learners) but also enshrines rights for parents and young people in the planning process. Under this Act and its statutory Code of Practice, schools and local authorities must involve parents in assessing needs and deciding on support measures. Scottish Government guidance makes clear that “Parents and carers have the right to be involved in discussions about the additional support for learning options available to their children.” . This effectively positions parents as partners in devising their child’s educational support plan. Additionally, Scotland’s GIRFEC (Getting It Right For Every Child) framework, which underpins all children’s services, emphasizes a team approach: “The GIRFEC approach helps children and their families to work in partnership with services… When services work together and keep the child at the centre of all planning and actions, outcomes for children will improve.”. This principle aligns perfectly with treating parents as key contributors to those plans.

Moreover, the Scottish Schools (Parental Involvement) Act 2006 and its guidance explicitly recognize parents as essential to children’s learning. As noted earlier, the Act’s guidance states that “parents are the first and ongoing educators of their own children” and that their involvement positively impacts achievement and behavior . It also puts a duty on schools to welcome and consult parents, and established Parent Councils to give parents a voice in school affairs . These policies collectively create an enabling environment for parent-school partnerships. In practice, many Scottish schools do strive to engage parents of neurodivergent children through regular review meetings, home-school diaries, or inclusion in Multi-Agency Support Teams where a range of professionals (and the family) discuss how best to help the child. Some local authorities have developed ASN parents’ forums or networks to hear systemic issues and improve provision.

For example, in one region, the education department runs quarterly meetings where parents of children with autism and ADHD can speak directly with ASN coordinators about what’s working or not in schools. Such forums treat parents as experts on the receiving end of services and have led to improvements like better teacher training and clearer communication protocols.

Despite these positive steps, there remain gaps between Scotland’s inclusive ambitions and the day-to-day reality experienced by many families. An independent review of Additional Support for Learning implementation (the Morgan Review 2020) found that “many parents have lost trust and confidence in the ASL system.” Parents who participated in that review shared stories of feeling that their insights were dismissed or that they had to battle to get adequate support. This indicates inconsistency: while some schools excel at partnership, others fall short, leaving parents feeling marginalised. A common theme from parent advocacy groups is the burden on parents to be the “ squeaky wheel” – those who shout loudest get heard, which is neither equitable nor in line with the spirit of policy.

A campaign group of Scottish parents, Empower:ED Scotland formed last year (2024) to amplify the voices of families whose children have additional needs and are struggling in mainstream education. These parents report feeling “as excluded from the school community as our children were,” due to barriers like not being able to join traditional Parent Councils (because their children were out of school or their care duties were too consuming) . They also highlighted practical barriers to engagement: complex education jargon, meetings not accommodating their schedules or understanding, and parents being in “survival mode” dealing with crises at home. The existence of groups like Empower:ED Scotland underscores that some parents still struggle to have their expertise recognized within the system. It also shows the determination of parents to be heard – they want to collaborate, but need schools to meet them halfway with flexible, inclusive approaches to engagement.

Policy documents themselves acknowledge areas for improvement. The Scottish Government’s ASL Action Plan responses have noted the need for better communication and for schools to build trust with parents as equal partners . Furthermore, training for teachers in neurodiversity is being enhanced – for instance, a new Autism in Schools Action Plan is underway to improve teacher training on autism and inclusive practices . Part of this training push is to help educators learn how to work more effectively with families and appreciate the value of parental knowledge. The National Autism Implementation Team (NAIT) in Scotland has also developed resources for schools that emphasize working with parents to create autism-friendly learning plans.

Additionally, Scotland’s approach to inclusion is underpinned by commitments to children’s rights (UNCRC) and disabled people’s rights (UNCRPD) – both of which imply respecting the role of families. Article 18 of the UNCRC, for example, says parents have primary responsibility for the upbringing and development of the child, and the state should support them in this role. Incorporating this rights-based perspective, one can argue that schools have an obligation to treat parents as co-constructors of their child’s education, not just as service users.

In conclusion, Scotland’s policy landscape strongly supports parental involvement and, by extension, treating parents as key experts regarding their neurodivergent children. There have been notable strides: many schools genuinely embrace this, and structures exist for parent voice. However, the variability in practice and lingering reports of parents feeling sidelined indicate that further efforts are needed to close the gap between rhetoric and reality. This means investing in training educators on collaboration skills, ensuring accountability for schools in engaging parents, and perhaps developing more innovative mechanisms (like parent peer networks or liaison officers) to help parents contribute their expertise effectively. The next section will highlight some case examples and success stories that can inspire and guide such efforts.

Case Studies and Real-Life Examples

To ground the research in real-world context, this section presents a few illustrative examples where treating parents as key experts has made a tangible difference, both internationally and within Scotland.

Case Study 1:

Collaborative Support Planning in a Scottish Primary School

In one primary school in Fife, a boy with autism and ADHD was struggling with mainstream classes, frequently bolting from the classroom and experiencing meltdowns. The breakthrough came when the headteacher initiated a Team Around the Child meeting that fully included the parents. The parents shared a detailed log they had kept of their son’s triggers and successful calming techniques at home. From this, the school developed a personalized support plan: for instance, they learned that fluorescent lights bothered him (parents had observed he stayed calmer in natural light), so the boy was offered a seat by the window and allowed to wear a cap in class. They also implemented a “calm corner” in the classroom with noise-cancelling headphones and stress balls, replicating a space he used at home. Over the next months, the child’s incidents of bolting and meltdowns reduced dramatically. His mother noted that the plan “finally felt like the school was listening to us and using what we know works”. Teachers reported that they gained new insight into the child – one remarked that “he’s like a different boy now that we understand him better”.

This case exemplifies how direct parent input led to simple, effective adjustments, improving the child’s inclusion in class. It echoes findings from research that when parents and teachers share information and strategies, student behavior and engagement improve correspondingly.

Case Study 2:

“Stress Support Plans” at a UK Secondary School

Referenced earlier, this example from England (detailed by an autistic students’ magazine co-editor and a SENCO) serves as a model practice that could be emulated widely. At a mainstream secondary school, the SENCO, Gareth D. Morewood, worked with parent Debby Elley (mother of autistic twins) to create Stress Support Plans for several autistic pupils . These plans were one-page sheets kept in teachers’ planners, listing each child’s particular stress triggers and preferred support strategies.

One student’s plan, for instance, noted that unstructured time like assemblies caused anxiety and recommended allowing him to leave 5 minutes early to avoid the noisy corridor rush. Another plan indicated that a pupil might shut down if confronted directly, so teachers were advised to calmly give space and revisit the issue later if she appeared distressed (a strategy her parents used at home). The key to these plans was that they were co-written with input from the parents (and where possible, the students themselves). Teachers were initially skeptical of having yet another document, but they soon found the plans enormously helpful – as one teacher put it, “it was like having a cheat sheet to support [the student] effectively, without guesswork.”

This initiative led to a noticeable improvement in those students’ ability to cope in school. Importantly, it showcases that parents’ intimate knowledge can be translated into practical tools for teachers, and that doing so can prevent crises. As Debby Elley and Gareth Morewood concluded, outside expert training “can never be as expert as your parents; it’s simply a case of making effective use of the knowledge that’s already present.” . The success of these Stress Support Plans, featured in 2022 professional guidance, has inspired other schools to adopt similar co-produced pupil profiles.

Case Study 3:

Empower:ED Scotland – Parental Advocacy Leading to Change

Empower:ED Scotland, introduced earlier, is not a single school but a parent-led campaign in Scotland (formed in 2024 and growing through 2025). It consists of parents from various regions whose neurodivergent children have struggled in mainstream education. While born out of frustration, the group has achieved some positive changes by elevating parent voices. For example, members of Empower:ED Scotland collated testimonies from dozens of parents about common issues – such as lack of part-time timetable support, or schools’ misunderstanding of PDA – and presented them in meetings with Scottish education officials. As a result, one local authority began a pilot program where experienced parents of ASN children served as volunteer “family champions” to mentor other parents and advise schools.

This pilot, though in early stages, reflects a concrete step toward institutionalising parent expertise: the parent champions sit in on support meetings at schools (with the families’ consent) to help interpret the child’s needs and suggest strategies from a parent perspective. Early feedback indicates schools in the pilot found the parent champions’ insights “eye-opening,” especially around communication styles with families.

Empower:ED Scotlands  activism also pressured some schools to revise their Parent Council formats to be more inclusive (e.g. offering virtual attendance and agenda points specific to ASN issues), reducing the barrier for parents of neurodivergent kids to participate. This illustrates how parent expert groups can drive system-level change, and it reinforces that parents are not just experts individually, but collectively a force for improving inclusive education practices.

These case studies, along with many smaller everyday examples, demonstrate the real-life impact of treating parents as key experts. Whether it’s through formal planning meetings, innovative support tools, or parent-driven advocacy, the theme is consistent: when parents’ knowledge is genuinely valued and applied, neurodivergent children benefit. They feel more understood, the supports around them are better tailored, and teachers report greater confidence in helping them. In turn, parents gain more trust in the school, creating a healthier, collaborative relationship. While challenges remain (no approach is a panacea, and miscommunications can still occur), these stories provide a blueprint. They show that the abstract ideas supported by research – like co-production, partnership, and family engagement – can translate into practical solutions in classrooms and communities.

Conclusion and Key Findings

A thorough review of global research and Scottish-specific evidence leads to a clear conclusion: parents are indispensable experts in the education of neurodivergent children, and leveraging their expertise is a cornerstone of effective, inclusive education. Key findings supporting this conclusion include:

• Parental insight is unique and essential: Parents offer detailed, personalized knowledge of their neurodivergent child’s needs, strengths, and triggers that complement professional assessments. Their insight is crucial for truly understanding the learner – as Scottish guidance notes, parents are the “first and ongoing educators” of their children , and their supportive role measurably “improves achievement and behaviour.”

• Improved teacher understanding and inclusive practice: When teachers collaborate with parents, they gain a deeper understanding of how to include and support the child. Global studies confirm that “productive parent-teacher partnerships are critical to positive student outcomes” for students with disabilities . Integrating parent expertise leads to practical strategies (like the Stress Support Plan example) that make classrooms more accommodating and teaching more responsive. It fosters a shift to a partnership mindset in schools, aligning with Scotland’s policy that “when parents and schools work together children do better.”

• Better educational outcomes and well-being: Engaging parents as partners has been linked with academic gains (e.g. higher performance and school adjustment in studies of autistic and ADHD students ) and with improved student well-being (reductions in anxiety, behavioral incidents, and exclusions). A co-trained parent-teacher approach can significantly reduce challenges – for instance, a trial saw ADHD symptoms and parent stress decrease when both teachers and parents received collaborative training . Overall, consistency between home and school promotes a stable, supportive experience that allows neurodivergent learners to thrive.

• Global and theoretical support: Educational psychology and inclusive education theory worldwide back the model of parents as co-educators. The ethos of “nothing about us without us” extends to families, promoting co-production of educational plans . Countries that implemented parent-informed models (from IDEA in the US to coproduction in England) report better satisfaction and outcomes. These global perspectives strengthen the case that Scotland’s direction should continue – and deepen – in the same vein.

• Scottish policy framework is supportive but practice is uneven: Scotland has progressive policies (ASL Act, Parental Involvement Act, GIRFEC) that enshrine parents’ roles and rights. However, reviews and parent feedback reveal gaps in implementation – many parents still feel not fully heard or involved, indicating a need for improved training, communication, and perhaps new mechanisms to ensure every school truly views parents as expert partners . With 40% of Scottish pupils now identified with some additional need , it’s more important than ever that schools effectively collaborate with the families of these learners.

• Real-world examples show feasibility and impact: Case studies from schools and communities demonstrate that parent–professional partnerships are not only possible but highly beneficial. From personalized support plans co-created with parents to advocacy groups influencing policy, these examples provide blueprints for success. They illustrate reductions in crisis situations and exclusions, as well as increased trust and satisfaction among parents when their knowledge is respected.

  
  

In light of this evidence, a key recommendation is that educational systems – at both local school and national policy levels – continue to shift towards embracing parents as key experts. This involves training educators in partnership skills, establishing regular forums for parent input, and ensuring that plans for neurodivergent pupils are truly co-produced with families. It also means addressing barriers that have historically kept parents at arm’s length, such as inflexible meeting times or communication that isn’t parent-friendly. By actively removing these barriers, schools can tap into the “hidden resource” of parent expertise.

For Scotland specifically, building on the positive intent of its policies, the challenge is to make parent partnership an everyday reality in every school and for every neurodivergent child.

The collective goal – shared by parents, educators, and policymakers – is to see neurodivergent learners understood, included, and thriving in our schools. Achieving that goal is far more likely when we treat parents not as bystanders, but as valued experts and allies in education. The research and examples compiled here resoundingly support this model, making it a win-win strategy for students, schools, and families alike.

Sources

1. Scottish Schools (Parental Involvement) Act 2006 – Guidance (excerpt) – Highlights that parents are the foremost influence on a child’s development and mandates schools to engage parents, noting improved achievement and behavior when parents support learning.

2. Fernández Cerero, J., et al. (2023). “The Impact of Parental Involvement on the Educational Development of Students with Autism Spectrum Disorder.” Children, 11(9): 1062 – Qualitative study (Spain) finding active parental involvement greatly enhances autistic students’ academic performance and emotional well-being, and calling for better school-family communication and training.

3. Mann, G. & Gilmore, L. (2023). “Barriers to positive parent-teacher partnerships… in an inclusive education context.” Int. Journal of Inclusive Education, 27(14) – Research in Australia noting that productive parent–teacher partnerships are critical for positive student outcomes, especially for students with disabilities, and that teachers must invest more in engaging with parents.

4. Jayman, M., et al. (2024). “Driving Innovation to Support Pupils with SEND Through Co-Production in Education and Research.” Behavioral Sciences, 15(1): 22 – Participatory action research in England advocating an affirmative model placing SEND pupils and parents at the heart of reforms, urging genuinely co-produced strategies among all stakeholders.

5. Elley, D. & Morewood, G. (2022). “Collaboration between parents and school staff in mainstream secondary.” National Autistic Society (Professional Practice) – Article by a parent and a SENCO describing how co-producing “Stress Support Plans” with parents and regular informal consultations led to improved support for autistic students; emphasizes that no external training is as expert as parents’ own knowledge.

6. Audit Scotland (2023). “Additional Support for Learning – Key Messages.” – Audit briefing noting 40% of Scottish pupils receive ASL support (a dramatic rise since 2004) and highlighting a wide gap in outcomes between ASL pupils and others, as well as data and planning challenges in meeting needs.

7. Frontiers in Psychology (2021). “Effects of Parent-Teacher Training on Academic Performance and Parental Anxiety in Children with ADHD: A RCT.” – Study in Shanghai, China showing a combined parent and teacher training intervention significantly improved ADHD symptoms, academic performance, and reduced parent stress, compared to controls.

8. School Community Journal (2022). “Parental Involvement and School Satisfaction among Parents of Children with Autism.” – Article discussing how parental involvement is linked to better outcomes and satisfaction; notes that involvement is recommended in autism interventions and that effective school–family partnerships can mediate achievement via parent satisfaction.

9. Connect (2025). “Hearing the Voices of Parents with Additional Support Needs – Empower:ED.” – News piece by a Scottish parent group describing barriers that ASN parents face in engaging with schools (feeling excluded, practical obstacles) and the formation of a campaign to push for change in mainstream education.

10. South Lanarkshire Council – GIRFEC Overview (2022) – Explains the GIRFEC approach, emphasizing partnership with families and that when services (education, health, etc.) work together with the child at the center, outcomes improve – reinforcing the value of including parents in planning support.