This guest blog post by David Birrell, Regional Secretary AA Section, forms part of a new blog series comprised of advice articles and op-eds aimed at spreading awareness around neurodivergence in the workplace and elsewhere.
Starting school can be a daunting process for any young person, but for those who are neurodivergent the process can feel as though it is filled with obstacles.
Pupils are expected to be focused and communicative in the classroom, but neurodiverse children process information in a different way to their peers, meaning they require additional support and resources.
There are many different neurodevelopmental conditions – ADHD, autism, dyslexia, dyspraxia etc – and they all come with their own behavioural patterns and symptoms.
Whether the child is entering into primary or secondary school, a successful transition is not simply about expecting a young person to “get used to it”, it requires preparation, communication and support shaped around the individual child.
How teachers can help
Each school will have its own system in place to assist neurodivergent children. These support systems are incredibly important so pupils are involved in their learning from day one and do not get left behind.
Neurodivergent children may deal with behavioural challenges including sensory issues, impulse control and mood swings, so making reasonable adjustments to meet these needs will help them feel more comfortable in a new classroom.
To help neurodivergent children with their executive functioning, teachers could, for example, provide the following tools:
- A colour-coded timetable
- A visual map
- Written rather than verbal instructions
- Reminders about equipment
- Extra processing time
- Access to digital homework systems
- Regular check-ins with a trusted adult
The National Autistic Society recommends giving clear details about where a child will go, when they will go there, how long they will be there and what will happen next.
How parents can help
A new school year can be daunting for parents as well as children. Many will be focused on preparing their child for the first day of school. This process does not need to be complicated or perfect. Small steps can make an unfamiliar situation feel more predictable.
Gradually moving sleep, meal and morning routines closer to the school-day pattern can help a lot. A sudden move from a relaxed holiday routine to a tightly timed school morning can be overwhelming.
Parents can talk about returning to school in short, manageable conversations. Some children want detailed information, while others become more anxious if they receive too much at once. Follow the child’s lead and give them time to process what they have heard.
A simple written or visual plan could show:
- When school starts
- What time everyone needs to get up
- What clothes will be worn
- How the child will travel
- Who will meet them
- Where they will go first
- What will happen at lunchtime
- What will happen at the end of the day
Practise without pressure
If possible, you could practise the journey to school before term begins. Look at the entrance, transport arrangements and collection point.
Entering into a new school year is a big change so you could ask the school for photographs of important people and places. These might include:
- The classroom
- The school office
- Toilets
- The dining hall
- A quiet or safe space
- The child’s teacher or support worker.
Do not overload the child with information all at once. A few clear facts presented gradually may be more helpful than a large information pack.
Some children communicate more easily by writing, drawing, using pictures or selecting from a list. Not speaking about anxiety does not mean that anxiety is absent.
Progress, not perfection
There will be mornings when the routine falls apart, equipment is forgotten or emotions become overwhelming.
That does not mean the child or parent has failed.
The aim is not to force neurodivergent people to hide their distress. It is to create enough safety, predictability and support for children and families to manage change without being pushed into crisis.
Most importantly, every child and parent should hear this message:
You are not difficult. You are not failing. Your needs are real, and asking for support is a strength.
If you are a member of Community and need advice or support, please contact our Service Centre at help@community-tu.org or on 0800 389 6332.
© Community Trade Union 2026
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