By Kathryn Humphreys, All-in Education Associate and Director of Project Resilience (Neurodiversity consultancy)

Independent schools have always been at the forefront of educational innovation, offering tailored, high-quality education that reflects the needs of their pupils and the expectations of parents.   

Today, the rise in neurodiverse pupils presents an exciting opportunity for independent schools to lead once again, this time in inclusive education. 

Neurodiversity is no longer an emerging issue—it is a key aspect of the modern educational landscape. Independent schools are uniquely placed to harness the latest research to create environments where every pupil can flourish.  

The Growing Need for Inclusion: A Call for Change 

Recent data shows that approximately 12% of pupils in independent schools have some form of Special Educational Needs (SEN), including neurodiverse conditions like autism, ADHD, and dyslexia.   

With many independent schools priding themselves on personalised learning, smaller class sizes, and pastoral care, there is great potential to create truly inclusive environments that meet these pupils’ needs.   

However, there is also a growing recognition traditional approaches to behaviour and classroom management are not always equipped to support neurodiverse learners. What has worked for years may no longer be the most effective way forward.  

The world of educational research has evolved dramatically, and what we know now about neurodiversity, makes us question many of our longstanding beliefs about children’s behaviour. Behaviour management approaches that rely on punitive measures—rooted in outdated research from 70-120 years ago—are often not only ineffective for neurodiverse pupils but can exacerbate their challenges.  

As senior and executive leaders of independent schools, there is an opportunity to make a profound impact by embracing the latest neuroscience and evidence-based strategies. This paradigm shift requires stepping back and examining the assumptions we’ve carried forward from our own education, teacher training, and societal norms. 

Challenging Our Beliefs: Why a New Approach Matters 

At the heart of this shift is a need to rethink how we understand behaviour, especially in neurodiverse pupils. Many of us have been trained to view certain behaviours as problems to be “fixed” or “disciplined” away.  

However, modern neuroscience tells us that behaviour is often a form of communication—particularly for neurodiverse children. When a pupil is overwhelmed, anxious, or dysregulated, it is less a case of wilful defiance and more about unmet sensory, emotional, or cognitive needs. 

For neurodiverse children, traditional classroom settings, which prioritise compliance and uniformity, can create environments where they feel misunderstood or overwhelmed. This can lead to behavioural challenges, not because they are unwilling to comply, but because their brain’s wiring does not allow them to thrive in such an environment. 

The research from the last 20 years is clear: neurodiverse pupils require approaches that work with their brain, not against it 

Schools that embrace strategies based on the latest findings in developmental psychology and neuroscience are seeing improved attendance, engagement, and behaviour, along with reduced anxiety and Emotional Based School Avoidance.  

This change isn’t just about responding to the challenges of neurodiverse pupils—it’s about adopting more empathetic and scientifically grounded practices that benefit all pupils.  

The Way Forward: Science-Backed Solutions 

Independent schools, with their commitment to excellence and innovation, are well-positioned to adopt cutting-edge approaches that enhance inclusion. Several science-backed strategies are available to transform how neurodiverse pupils are supported: 

Emotion Coaching 
Emotion coaching is one of the most effective tools for helping pupils manage their emotions, particularly those with neurodiverse conditions. Research shows that implementing emotion coaching in schools can lead to a 92% improvement in positive behaviour and reductions in behavioural incidents.  
 
By helping pupils understand and articulate their emotions, emotion coaching fosters better relationships between teachers and pupils, while also equipping staff with tools to de-escalate conflicts effectively. For senior leaders, supporting staff to develop these skills can enhance overall school climate and teacher wellbeing.

Nonviolent Communication (NVC) 
Nonviolent Communication builds empathy and understanding, which are key to creating inclusive environments. In an independent school context, where relationships are central to pupil success, NVC has been shown to reduce classroom conflicts by 34%.  
 
This approach aligns well with the values of many independent schools, where pastoral care and personal growth are integral to the pupil experience. By fostering a culture of empathy, senior leaders can ensure all pupils—especially those who are neurodiverse—feel supported and understood. 

Emotional Regulation 
Emotional regulation is a crucial skill for both staff and pupils. Teachers who can model emotional regulation provide an example for pupils to follow, reducing disruptive behaviours and creating a more harmonious classroom atmosphere.  
 
This is particularly important for neurodiverse pupils, who may struggle to self-regulate without adult guidance. Schools integrating emotional regulation practices see significant improvements in behaviour, with research showing a 40% reduction in disruptive incidents.  

Leading Neurodiversity Inclusive: Empowering Your School’s Journey 

All-in Education and Project Resilience work together with schools to audit provision for neurodiverse pupils and provide training for staff. The growing number of neurodiverse pupils presents independent schools with an opportunity to lead the way in inclusive education. Leading Neurodiversity Inclusive, a program developed by Project Resilience, equips senior leaders with the knowledge and practical tools to create inclusive environments that benefit all pupils.  

This course draws on the latest research in neuroscience, psychology, and education, providing actionable strategies that work with pupils’ natural needs. 

But the support doesn’t end with training. In collaboration with All-in Education, Project Resilience offer a suite of services tailored to the needs of independent schools, including: 

  • Neurodiverse Audits: Comprehensive assessments of school policies and support services to ensure alignment with the best practices for neurodiverse pupils. 
  • Consultancy Services: Strategic guidance to help schools implement changes that support neurodiverse pupils, their teachers, and their families. 
  • Training Programs: Workshops and professional development sessions that build staff expertise in emotion coaching, nonviolent communication, and emotional regulation. 
  • Parent Support: Guidance for parents on how to navigate the challenges of supporting neurodiverse children and fostering stronger home-school partnerships. 

This is a moment for leadership. Independent schools have always set the standard in education, and the rising tide of neurodiversity is no exception. By embracing this paradigm shift, schools can not only maintain their reputation for excellence, but also create a truly inclusive environment where every pupil can thrive—regardless of neurotype. 

Conclusion 

As independent school leaders, there is an exciting opportunity to lead the sector in adopting inclusive, evidence-based strategies for neurodiverse pupils. The latest research tells us that traditional approaches to behaviour and classroom management are no longer sufficient.  

By embracing modern science and shifting our understanding of behaviour, we can create an environment where all pupils—neurodiverse and neurotypical—are supported to succeed. 

If you want to know more about the services we provide and how we can support your schools, please get in touch by emailing info@allineducation.co.uk 

References 

  1. Department for Education SEN Statistics, 2023 
  2. NEU Report 2023 
  3. Independent Schools Council (ISC), Special Educational Needs Statistics, 2022 
  4. European Publisher study on emotion coaching, 2020 
  5. Sec-Ed, Student Wellbeing Report, 2021 
  6. Frontiers in Psychology, Nonviolent Communication Impact, 2021 
  7. Journal of Child Psychology, Emotional Regulation Strategies, 2022