On 18th December, The Health Academy hosted its first Continuing Professional Development (CPD) event of the academic year for educators, focusing on neurodiversity and how to best support learners with additional learning needs.
The event was a key step in raising awareness and offering practical tools for teaching neurodiverse students, including those with autism, ADHD, dyslexia, and other conditions.
Before the event, educators were asked what topics they most wanted to learn about, and unsurprisingly, neurodiversity came out on top. In response, The Health Academy invited Change Talks, an award-winning initiative founded by Sam Tyrer under the Lancashire and South Cumbria NHS Foundation Trust.
Before the event, educators were asked what topics they most wanted to learn about, and unsurprisingly, neurodiversity came out on top. In response, The Health Academy invited Change Talks, an award-winning initiative founded by Sam Tyrer under the Lancashire and South Cumbria NHS Foundation Trust.
The Change Talks initiative was created whilst Sam was working on Ward 24 at Lancashire Teaching Hospitals in 2017 and has been providing health education on topics like anxiety, depression, and stress management, reaching over 150,000 young people across the UK since it was founded.
Lauren O’Brien, Deputy Director of Education, opened the afternoon with an inspiring message. She said:
“I’m excited to learn because it’s time to deepen our understanding to best support our learners. It can be tricky, so having dedicated time to focus on this area is a great place to start. Change Talks drives meaningful conversations about some of the most important challenges of our time.”
The event featured talks by Dave Cottrell and Sophie Massey from Change Talks, both neurodiverse themselves and passionate about breaking down stereotypes and promoting understanding of the conditions.
Dave Cottrell opened his talk ‘Neurodiversity in a Nutshell’ by acknowledging that such a title was woefully simplified, emphasising that neurodiversity is complex and not as simple as some might think. Dave, who also has ADHD himself, emphasised, “neurodiverse people hate the misconceptions. Lived experience is a key part of Change Talks’ meaningful dialogue.”
He explained that neurodiversity varies widely from person to person, and we cannot generalise conditions. He also highlighted how the definition of neurodiversity is an umbrella term that encompasses not only autism but also conditions, with some even arguing that Down Syndrome and Cerebral Palsy fall within the definition.
Using his own personal experiences, he emphasised the importance of language, calling out outdated terms like “low functioning” and “high functioning,” advocating for the more accurate terms “high/low support needs” instead.
Throughout his presentation, Dave debunked myths and explored how neurodiversity can manifest differently in each individual. He discussed how emotional regulation, sensory processing issues, and executive dysfunction often cause communication difficulties, making day-to-day life challenging for neurodivergent individuals. Dave also questioned whether even the term ADHD should be updated to something more fitting, like “Dopamine Attention Variability Executive Dysfunction” (DAVE), to better reflect the true nature of the condition.
Next, Sophie Massey led a hands-on session on “Adaptations to Teaching in a Neurodiverse Classroom.”
She emphasised practical solutions for neurodiverse learners, including the use of Loop ear plugs and blue light glasses, to address sensory sensitivities and help neurodivergent learners concentrate better, whilst also providing interactive simulations.
Sophie guided educators through a series of simulations, showing how background noise and overloaded instructions can overwhelming. By demonstrating these challenges and then offering a quieter, more structured environment, she helped the educators understand how adjustments can make a significant difference in a learner’s ability to engage and thrive.
Sophie also stressed the importance of feedback and flexibility in teaching practices, saying:
“Being more flexible on seating, teaching in multiple ways at the same time, and encouraging students to ask for support or create their own classroom rules can foster a more inclusive environment,”
The session also focused on how educators can acknowledge students’ strengths while setting clear boundaries and providing constructive guidance to boost self-esteem.
The event offered several key takeaways for educators: a deeper understanding of neurodiversity and its impact on education, practical strategies for supporting diverse learning styles, how to foster a supportive and inclusive classroom environment for all students, and opportunities for reflection on neurodiverse-friendly adaptations.
By the end of the sessions, educators were equipped with the tools to create a more inclusive and empathetic classroom, where students with different learning needs could thrive.
Dave also presented on “The Big 3″—anxiety, depression, and stress—explaining how these challenges affect neurodivergent people differently. He encouraged educators to recognise how mental, physical, and emotional stress can show up in students, often making neurodivergent challenges even harder to manage. Sophie shared coping mechanisms for stress and emphasised the importance of shifting from a mindset of “Why can’t I do this?” to “How can I achieve this?” to promote positive thinking and resilience.
Dave also spoke about the long-term support needed for neurodivergent students, highlighting how a positive mindset and strong support networks can make a huge difference in managing mental health and academic success.
Throughout the event, attendees learned about the strengths and challenges of neurodivergent individuals and how to adapt their teaching strategies. Through interactive activities and discussions, educators gained insights into how they can make their classrooms more inclusive and empathetic, allowing neurodiverse students to thrive.
The event concluded with personal stories from Trust employees.
Estelle Hickman, Diversity and Inclusion Facilitator, introduced two colleagues who shared their experiences of living and working with neurodiversity.
Cassie Williams, is a newly qualified nurse and former Royal Air Force veteran, talked about her journey with ADHD and dyslexia. “I spent my whole life feeling out of place,” she said, reflecting on how her diagnosis helped her understand herself better.
Now a Newly Qualified Theatre Staff Nurse, she explained how she struggled with verbal instructions and missed important details, stressing the need for clearer instructions and structure in her learning.
She encouraged educators to consider altering their instruction delivery to neurodiverse learners, adding.
‘You might think it’s common sense and you’re expected to have a load of verbal instructions thrown at you and then walk away. You miss words, vital information and you forget things.’
Next, Harley Walsh, an MDT Coordinator in Orthopaedics, shared how her neurodiversity affects her performance but also helps her excel in urgent environments like the NHS, where everything is time-sensitive.
She also spoke about the challenges she faces in social situations, highlighting the importance of walk-throughs and clear expectations for neurodiverse individuals.
“Reasonable adjustments are crucial for success,” she said, before also emphasising the strengths neurodiversity can bring, like her exceptional attention to detail and conflict resolution skills.
Harley added, “I speak neurodiverse and neurotypical, which is great because not many neurotypicals speak neurodivergent. This allows me to get to the root of the issue when two colleagues refuse to see each other’s point of view. I can help them empathise with one another.”
The CPD event at The Health Academy provided a valuable platform for educators to deepen their understanding of neurodiversity and learn practical strategies to support neurodivergent learners. Through expert talks, interactive sessions, and personal stories, the event fostered greater empathy and practical knowledge among attendees. By embracing neurodiversity and adopting inclusive teaching practices, educators can create a space where all students are supported and empowered to succeed. The lessons from this session will help shape future CPD events and ensure every learner’s needs are met with understanding, respect, and the right support.
The Health Academy’s CPD event on neurodiversity provided a rich platform for educators to deepen their understanding of neurodivergent learners and how they can adapt their teaching strategies.
Feedback from attendees show that they found the event invaluable, with some saying:
‘As a Neurodiverse member of staff – I feel validated that this training has been provided and with such quality too. Well done to all involved.”
“It opened my mind to a few things I hadn’t previously considered when facilitating sessions with others. In other areas it reinforced things I’ve already put in pace. I also would like to ensure that I am inviting attendees prior to sessions, to let me know if they have any particular needs that I can consider to support them, at present I only ask about this in respect of physical access.”
“It was very informative session on symptom identification and management of neurodiversity. There were lots of key points, which I have made note of. A very informative session.”
We look forward to further Educators CPD events, hoping to continue them well into 2025 and hope that the lessons learned from this session will help shape the future of LTHTr classrooms, ensuring that every learner’s needs are met with understanding, respect, and the right support.
If you would like to discuss Neurodiversity further, please get in touch with the Trust’s EDI team, via email at inclusion@lthtr.nhs.uk.
Or, if you would like to find out further information about the upcoming Educators CPD sessions, please get in contact with the Health Academy team at TheHealthAcademy@lthtr.nhs.uk.
