Over the next 5 weeks, we’ll dive into vocabulary, reading, writing, and talk.

Secondary teachers: Ask not what you can do for literacy, but what literacy can do for your subject!

Read the full report here: d2tic4wvo1iusb.cloudfront.net/production/e...

6/6 #EdRes #EEF

When I’m feeling exhausted or demotivated I make my workspace as pretty as possible. Romanticising the writing process genuinely keeps me consistent when I don’t always want to be!

#EdD #PhD #schoolleadership #edres

Neuro-Affirming Research in Practice: Supporting Autistic Students, Embracing Monotropism In The Classroom And Beyond | Autistic Realms Written by Tanya Adkin and Helen Edgar, based on the presentation we delivered to the National Autistic Society Professionals’ Conference in March, 2025. Sh ...

Since schs often struggle to include #autistic & other #neurodivergent students, it would be great if govs could engage with autistic- & other ND-authored theory & #EdRes.

There is a super helpful summary here:

autisticrealms.com/neuro-affirm...

#monotropism
#neurodiversity
#doubleempathy

We can improve KS3 provision by learning from #autistic & other ND-authored theory & #EdRes.

#Neuro-affirming T&L approaches allow ALL learners to thrive.

#monotropism
#neurodiversity
#doubleempathy

autisticrealms.com/neuro-affirm...

Alice would probably find it easier to concentrate if lessons were #neuro-affirming.

It would be great to see #neurodivergent -authored theory & #EdRes referenced in these discussions.

#neurodiversity
#monotropism
#doubleempathyproblem

I guess if you’re trying to build a #neuro-affirming environment you’ll leave most of the tools in the box. Did TLAC ever update to incorporate ND-authored theory & #EdRes, I wonder?

#neurodiversity
#monotropism
#doubleempathy

They’re def developing their epistemology. Atm there is a LOT of good #EdRes, incl by/with pychs, working out exactly which aspects of school are harming NDs & then reporting findings. @grrand-team.bsky.social’s large-scale RE-STAR project is just amazing - includes UCL, KCL, Anna Freud, CYP 🌟

providing CPD. So the perspective from ND adults is super helpful for enabling both ‘sides’ to understand each other, imv. So much good #EdRes happening right now - lots for schools to learn.

Wellbeing First - Barriers to Education Wellbeing First: The understanding that young people are at their best when we prioritise their wellbeing.

But sadly these well-intentioned efforts are often experienced by the child as overwhelming academic, social & emotional demand, leading to #burnout, absenteeism etc. Schools seem to lack sensitivity to this risk. Luckily new #EdRes is making it visible 🙏

barrierstoeducation.co.uk/wellbeing-fi...

Does the toolkit include #neuro-affirming T&L approaches, based on #autistic & other #neurodivergent authored theory & #EdRes?

#neurodiversity
#doubleempathy
#monotropism

Fab explainer here from @autisticrealms.bsky.social & @tanyaadkin.bsky.social ✨

autisticrealms.com/neuro-affirm...

It would be so good to see reference to #autistic and other #neurodivergent theory and #EdRes in these discussions re good practice for #inclusion.

#neurodiversity
#doubleempathy
#monotropism

Sage Journals: Discover world-class research Subscription and open access journals from Sage, the world's leading independent academic publisher.

And have those involved in decision-making or teaching in the new setting learnt from #autistic and other #neurodivergent authored theory and #EdRes?

The new Autistic SPACE framework looks fab, fast & practical for auditing & addressing issues ✨

journals.sagepub.com/doi/10.1177/...

#inclusion

Neurodivergent adolescents experience twice the emotional burden at school Negative school experiences generate twice the emotional burden in autistic and ADHD adolescents compared to their neurotypical classmates, and this is significantly correlated with depression and anx...

💯. I’m hugely impressed by the new wave of creative & coproduced #EdRes, such as the @grrand-team.bsky.social & others’ RE-STAR project, investigating the aspects of school life which contribute to poor MH for autistic/ADHD CYP. Hopefully better #inclusion will follow

www.ucl.ac.uk/news/2025/ju...

If only mainstream schools could be more #inclusive of children & teens with #SEND.

#schoolleaders & #headteachers, please check out the new wave of #EdRes showing exactly which aspects of MS drive so-called ‘demand’.

Please embed #neuro-affiriming approaches.

www.ucl.ac.uk/news/2025/ju...

Agree - mini whiteboards super useful. My q is: how has your practice developed in the light of new #autistic & #neurodivergent theory & #EdRes, eg #neurodiversity, #doubleempathy & #monotropism, and do you have any tips for others re better #inclusion of ND CYP?

Neuro-Affirming Research in Practice: Supporting Autistic Students, Embracing Monotropism In The Classroom And Beyond | Autistic Realms Written by Tanya Adkin and Helen Edgar, based on the presentation we delivered to the National Autistic Society Professionals’ Conference in March, 2025. Sh ...

And also to provide #neuro-affirming training on #neurodiversity, in the light of current lack of inclusivity re ND children & teens, leading to school distress, burnout etc.

Lots to learn from ND authored theory & #EdRes.

#monotropism
#doubleempathy

autisticrealms.com/neuro-affirm...

EDs can be symptoms of #autistic & #ADHD #burnout. Please can @skinnock.bsky.social read #EdRes on #schooldistress & the negative impacts of school #attendance on NDs? Please can schools be made safe, #inclusive & #neuro-affirming?

www.ucl.ac.uk/news/2025/ju...

researchfeatures.com/wp-content/u...

I really hope the DfE is minded to learn from #autistic & other #neurodivergent authored theory & #EdRes.

#neurodiversity
#doubleempathy
#monotropism

Disappointing not to see any references to #autistic & other #neurodivergent authored theory & #EdRes in this discussion.

If teachers can’t conceptualise #neurodiversity, #doubleempathy & #monotropism, the ‘ignore, masking, #burnout’ cycle identified by @suereviews.bsky.social will continue 😔

Alternatively, we can learn from #autistic and other #neurodivergent authored theory & #EdRes, and use #neuro-affirming approaches.

Less danger of #schooldistress, #masking and #burnout.

@autisticrealms.bsky.social & @tanyaadkin.bsky.social have a fab explainer:

autisticrealms.com/neuro-affirm...

Neurodivergent adolescents experience twice the emotional burden at school Negative school experiences generate twice the emotional burden in autistic and ADHD adolescents compared to their neurotypical classmates, and this is significantly correlated with depression and anx...

for 1) an end to prejudice re ‘outside the norm’ behaviours, 2) serious efforts to understand autistic perspectives & 3) recognition of responsibility to promote & support autistic self-determination.

For context, fab #EdRes on #ND emotional burden in schools:

www.ucl.ac.uk/news/2025/ju...

Neuro-Affirming Research in Practice: Supporting Autistic Students, Embracing Monotropism In The Classroom And Beyond | Autistic Realms Written by Tanya Adkin and Helen Edgar, based on the presentation we delivered to the National Autistic Society Professionals’ Conference in March, 2025. Sh ...

@autisticrealist.bsky.social & @tanyaadkin.bsky.social explain ND-authored theory, #EdRes & implications for practice here:

autisticrealms.com/neuro-affirm...

More key ND-led research on why this matters:

researchfeatures.com/wp-content/u...

#neurodiversity
#monotropism
#doubleempathy
#inclusion

Completely agree that locating the ‘problem’ in the child does nothing to mitigate #schooldistress & inaccessibility for #neurodivergent CYP.

Learning from #autistic and other ND authored theory & #EdRes, however, promotes better understanding & #inclusion.

#monotropism
#doubleempathy

Neurodivergent adolescents experience twice the emotional burden at school Negative school experiences generate twice the emotional burden in autistic and ADHD adolescents compared to their neurotypical classmates, and this is significantly correlated with depression and anx...

So interesting that teachers feel they should be listened to re Ofsted, but CYP are rarely listened to re curriculum, assessment, pedagogy, support etc.

Coproduced #EdRes = valuable CYP insights, eg re the wear & tear of #attendance on NDs.

www.ucl.ac.uk/news/2025/ju...

#inclusion

Agreed. Though community resistance is starting to bite. Eg marginalised neurodivergents are leading #EdRes for #inclusion. Check out #AEC2025 ed talks, eg @suereviews.bsky.social - stop intervening to close culturally-imagined behaviour & learning ‘gaps’, affirm (neuro)divergence/diversity.

UK #teachers are told to use ‘evidence-based’ practice.

However, the ‘evidence’ for popular ed techniques, eg direct instruction, rarely includes research designed/coproduced by/with #autistic people.

This perpetuates exclusion & oppression of autistic CYP.

#inclusion
#EdRes

Neurodivergent adolescents experience twice the emotional burden at school Negative school experiences generate twice the emotional burden in autistic and ADHD adolescents compared to their neurotypical classmates, and this is significantly correlated with depression and anx...

Yes. What’s the betting that #neurodivergent children’s rights & needs will be overlooked again this term by govt?

School attendance & environments are not looking all that safe for NDs atm, as #EdRes increasingly shows.

www.ucl.ac.uk/news/2025/ju...

researchfeatures.com/wp-content/u...

Though no reference to #autistic and other #neurodivergent authored research in education?

Important #EdRes summaries here:

researchfeatures.com/wp-content/u...

www.ucl.ac.uk/news/2025/ju...

Monotropism vs Polytropism: ADHD, AuDHD & Autistic Attention | Autistic Realms Explore how monotropism shapes Autistic, ADHD, and AuDHD attention. Dispelling myths, uncovering research and exploring why neuroaffirming support matters f ...

Thank you. It would be good to see discussion of #EdRes by/for neurodivergent people, and its implications for T&L. A school-wide understanding of #monotropism, for eg, would help staff to more safely promote engagement for all. Vg explainer here:

autisticrealms.com/monotropism-...

Absolutely. The ‘how’ of what we do with this #EdRes - eg re monotropism & emotional burden - is a massively complex and ongoing issue, esp when the current ‘standards’ agenda disincentivises classroom flexibility & child-centres approaches 🙄