Posted 24 September 2025

Inclusivity good practice was demonstrated in the neurodivergence training that Harriet Cannon (Disability Advisory Team Manager, University of Leeds) recently delivered to staff members. 

Examples of this included presentation slides being shared with participants in advance, which helped those who benefit from additional time processing content. The online training was also recorded, which enabled neurodivergent and neurotypical individuals to process information at their own pace and re-listen to missed information. These actions showed how small things to help neurodivergent individuals can help everyone.  

Two Go Higher West Yorkshire (GHWY) staff members who attended the training reflect on what they learned and how they will apply it to their own work. 

Tahera Mayat, GHWY Collaborative Outreach Officer 

The training did not go into detail on everything that falls under the neurodivergent umbrella, such as ADHD and autism. It instead looked at how neurodivergence affects individuals, and how we as professionals can adapt our practice. This validated our decision to use broad yet useful terms and advice in our E-learning for Higher Education (HE) staff to understand and support disabled students. One of Harriet’s top tips also verified a key message in our e-learning, which is that HE staff should be guided by disabled students as they know themselves best.   

There were a few things I took away from the training. Some organisations that actively try to be inclusive can unwittingly reinforce assumptions, such as around the ‘superpowers’ of autism. In reality, we should recognise that everyone has strengths and will need support, whether neurodivergent or not.  

Another learning for me was Erin Casey’s Tendril Theory, which explains why switching tasks can be challenging for some neurodivergent individuals. Many people need a bit of time to adjust from being focused on a particular task before they can switch to a new one.  

The final thing I took away was the impact on wellbeing that being neurodivergent can have. It is easy to assume it is just emotional wellbeing that is affected but an individual’s physical wellbeing can also be affected, such as skipping meals due to not recognising hunger due to how the brain and body connect.  

Susan Darlington, GHWY Partnership Assistant 

GHWY actively works to be an inclusive organisation but Harriet Cannon’s training was a valuable reminder that we can always do more.  

The session outlined many positive steps that are being taken to support neurodivergent learners, such as the implementation of reasonable adjustments. It also made it clear that there remain challenges, such as transitioning from school or college to a HE setting. GHWY has produced a free transition pack to support disabled students on this journey, which considers factors such as language differences. 

An interesting point was nonetheless raised about the lack of formal support for neurodivergent staff members in many organisations. Equally poor practice was the performative inclusivity of some businesses, which entrench stereotypes. An example used was Harvard Business Review’s article ‘neurodiversity as a competitive advantage’. 

The training highlighted practical steps that can be taken to support neurodivergent students. Many of these can also be applied to better supporting neurodivergent staff. These include: 

• Clear and concise communication, including headings and bullet points, which can help to reduce misunderstandings. 
• Offering hybrid meetings, which allow individuals to better control their environments. This is also positive from a sustainability perspective as it reduces the number of car journeys being taken. 
• Recording training sessions so that individuals can access them at their convenience or work through content at their own pace. 
• Providing clear joining instructions for meetings, such as directions to venues, which can help to minimise anxiety. 

GHWY already strives to put many of these things into practice. The session was a valuable reminder of the need to embed them more to support our learners as well as our staff.