SEN Support, Neurodiversity, ADHD and Autism: A Practical Guide for Families and Schools
Clear, practitioner‑led guidance informed by psychological assessment and real‑world school experience
Introduction: Making Sense of SEN Support
Navigating SEN support, neurodiversity, ADHD, and autism can feel overwhelming for families and professionals alike. Parents are often faced with complex education systems, unfamiliar terminology, and conflicting advice while trying to understand how best to support a child who is struggling at school or in everyday life.
Much of the information available online is well‑intentioned but fragmented. Families are left piecing together guidance from schools, charities, and professionals, without a clear explanation of what support is appropriate, realistic, or effective for their individual child.
This page brings that information together.
It is a practical SEN guide designed to help parents, carers, and schools understand how SEN support works in practice, how ADHD and autism may present in children, and how professional assessment insight can be translated into meaningful, day‑to‑day support.
Understanding Neurodiversity and SEN
Difference, Not Deficit
Neurodiversity recognises that differences in how people think, learn, and experience the world are a natural part of human variation. ADHD and autism sit within this diversity. They are not problems to be fixed, but differences that can bring both strengths and challenges, depending on the environment and expectations placed on the individual.
In education, these differences are often understood through the framework of Special Educational Needs (SEN). SEN is not a diagnosis. It is a way of recognising that a child may require additional or different support in order to access learning and participate fully in school life.
Understanding the distinction between diagnosis and SEN support is essential. Labels can offer clarity, but it is the interaction between a child’s needs, their environment, and the support provided that determines outcomes.
ADHD and Autism in Everyday Life
Beyond Diagnostic Checklists
ADHD and autism are frequently described using diagnostic criteria or stereotypes. In practice, neurodivergent children experience these differences in highly individual ways.
Children with ADHD may experience difficulties with attention, impulsivity, emotional regulation, or organisation, particularly within structured school environments. Children on the autism spectrum may experience challenges related to sensory processing, social communication, flexibility, or anxiety.
What matters most is how these needs affect daily life:
Learning and concentration in the classroom
Relationships with peers and adults
Emotional wellbeing and mental health
Confidence, independence, and self‑esteem
Effective SEN support begins with understanding these real‑world impacts rather than relying solely on diagnostic labels.
How SEN Support Works in Practice
From Policy to Day‑to‑Day Support
In the UK, SEN support is often explained through policies, procedures, and statutory frameworks. While these are important, families are more concerned with how support actually works in real life.
In practice, effective SEN support should be:
Individualised and responsive
Reviewed and adjusted over time
Focused on removing barriers to learning
Grounded in a child’s strengths as well as their needs
Support may include classroom adjustments, emotional and behavioural strategies, communication support, sensory considerations, or changes to how learning is delivered.
Understanding what support is reasonable, appropriate, and achievable helps families and schools work together more effectively.
The Role of ADHD and Autism Assessment
What Assessment Can — and Cannot — Provide
Diagnostic assessment for ADHD or autism can provide valuable insight into a child’s strengths, needs, and experiences. When carried out ethically and professionally, assessment can help explain why a child may be struggling and guide appropriate support.
However, assessment is not a solution in itself.
When informed by chartered psychological practice, assessment should:
Be thorough, ethical, and child‑centred
Provide clear explanations, not just diagnostic labels
Inform practical next steps at home and in school
Families often need support to understand what assessment outcomes mean in everyday terms. Translating assessment findings into practical SEN support is where meaningful change occurs.
Common Misunderstandings About SEN Support
Families frequently encounter barriers that delay or complicate support, including:
The belief that SEN support only begins after diagnosis
Pressure to fit children into rigid systems
Over‑reliance on paperwork rather than practical strategies
Advice that feels generic or disconnected from real‑life challenges
In reality, SEN support should be based on identified needs, not solely on formal diagnoses. Early, appropriate support can make a significant difference to a child’s confidence and wellbeing.
Practical SEN Support That Makes a Difference
Skills for Learning, Wellbeing, and Everyday Life
Effective SEN support focuses on helping children develop skills that support both learning and daily life. This may include:
Emotional regulation and coping strategies
Organisation and executive functioning skills
Social communication and interaction
Building confidence, independence, and resilience
Support should be flexible and tailored, recognising that children’s needs may change over time and across environments.
Our Practitioner‑Led Approach
At the School of Diversity, our work is informed by professional psychological insight and ongoing experience supporting children and families navigating SEN and school‑based challenges.
Our approach combines:
Clear, accessible explanations for parents and professionals
Insight informed by ADHD and ASD assessment practice
A practical understanding of how schools operate in reality
We focus on helping families understand what matters most and identify realistic next steps that support children effectively.
When to Seek SEN Support
If you are concerned about a child’s learning, emotional wellbeing, behaviour, or experience at school, it is appropriate to seek guidance. You do not need to wait for difficulties to escalate, and you do not need to have a diagnosis in place before asking for help.
Early understanding and appropriate SEN support can positively influence a child’s educational experience and long‑term wellbeing.