Neurodivergence is not a stand alone protected characteristic in discrimination law
therefore it allows for this type of discrimination to remain unseen, unprotected and unchallenged.
A sub-category of ability is not enough.
OUR AIM
making minds matter
Gathering experiences from people working with special educational needs & disabilities
Amplifying voices of students, parents, teachers, specialists and advocates.
Evidencing unseen barriers to a fair & accessible education.
Fuelling positive actions to achieve Neuro-Inclusion.
Improving outcomes for children and adults.
In school, in work, in society, in life.
justice
Exercising our Right to Thrive
Genuine inclusion is only possible when those in power move beyond the illusion of knowing more or better than those living it.
Together * United * Stronger
YOU can help stop sendism
Personally or professionally many of you already go above and beyond to support those unfairly treated or disadvantaged but not everyone has that, even if they speak out their voices go unheard and the damage continues. Your story could help stop it.
YOU have a right to be heard
Anyone affected: young people, parent & carers, peers, teachers, professionals or advocates. If in school, part-time, home-ed, alternative provision, transitioning or recently left, if limiting or harmful, you're silenced or forced to make unfair choices.
YOU make the invisible visible
It's costing people their education, mental health, money, confidence, jobs, futures and lives. Parents and young people fight the system in silent battles daily. YOU make the invisible visible, the powerless empowered and put pressure on for systemic change.
YOU are the leaders of change
Make your experience matter. Share your story. Fuel the change. With every affected community united we have the power to demand better protection and safeguarding. Once realised we can start to change systems so they work for every child, for life.
SENDism is costing lives, children's education, young people's potential and everyone's mental health.
Your story makes a difference. It shows the scale of the problem and the impact of these systems.
Together & united we can be the force behind the change, for good.
Right to Thrive
Genuine inclusion is only possible when those in power move beyond the illusion of knowing more or better than those living it.
Rule Breaking & Disruption
Turning negatives into positives:
BEING A FORCE FOR GOOD...
United in our differences we have the collective power and conviction to lobby for change in policies and legislation
to better protect children - for good.
Share this link
Write to your school
Write to your MP
Join our team
Become a young ambassador
Right to Thrive
Diagnosed (or not) this campaign is relevant to any students with Autism, PDA, ADHD, RSD, Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, Tourettes, Tics & mental health challenges
claiming the RIGHT to THRIVE in every school
Our current education system does not, & never has, appropriately considered the fundamental differentiation of the multiple Neuro-Types in the fabric of its design. The SEND community is made up of multiple Neuro-Types, their neurological development is distinct from a 'Typical' Neuro-Type. Their interaction, interpretation, communication & processing of information, people & their surrounding environment differ from this Normative, causing impairment, psychological harm, disability and vulnerability rendering the tokenistic ‘reasonable adjustments & accommodations’ woefully inadequate.
Representation
No decision about us without us key decision stages need representation to be equitable
Equality
Rewrite exam papers, policies, retrain educators, educate peers remove discriminatory practices
Governance
Independent oversight, mandatory reporting by schools and recourse for lack of compliance
Consistency
Consistent approach from all staff interacting with students across all mainstream schools
Training
Indipendently endorsed mandatory training for all school staff as well as all school students
Rights
National helpline, zero waitlist for diagnosis, student union representation and ??
your stories are:
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Anonymous
Protecting identities allows you to be open and frank without fear of repercussions or judgement in work or school.
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Evidencing
Your reported stories are essential evidence for those in power to realise how limiting the system is because of sendism.
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Amplifying
Centralising your stories of the barriers faced in education & its support amplifies the scale, depth & commonalities.
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Fuelling
Challenging the systems & biased beliefs paves the way for a Neuro-Inclusive future for families without having to fight.
Anonymous Reporting
Protecting identities allows you to be honesty without fear of repercussions or judgement
Amplifying Voices
Centralising our views amplifies
the call to understand scale, depth & commonalities.
Listening to Experiences
A space for young people & their supporters to be heard as well as have their experiences validated.
Fuelling Change
Challenging the systems and beliefs, paving the way for a Neuro-Inclusive future
Who
is this campaign for?
-
Parents of children with needs, including those who are waiting for medical diagnosis or have self-diagnosed.
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Students in mainstream school
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Former students who remain affected
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Teachers and school staff
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Support and NHS support service staff
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Adults living with the long term impact of school
Why
is this important?
-
To create real change, we need to understand the real problems from lived experience.
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Change the cause and it changes the outcome.
How
can we change it?
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We need lived experience examples.
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We need people to participate and spread the word.
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We need ambassordors and advocartes who support the cause.
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We need to invite collaboration.
Who
is this for?
Parents * Young People * Recent ex students * Teachers * Pastoral staff * SENCO's * SEND staff * CAMHS services staff * SENDIASS advisors * Psychatrists * Psychologists * Therapists * Counsellors * SEND Specialists * Adults still impacted * Neuro-Divergent Teachers & staff * Mental Health workers * All SEND supporters
What
is this about?
Lack of understanding, assumption of knowledge, the bias embedded in the entire education structure, misunderstandings of behaviours, judgement of differences, pressure on teachers, parents & children is unsustainable, legally abhorrent yet shamefully commonplace. We have a collective duty to put a stop to the damage inflicted on our future workforce; the leaders & change makers of tomorrow.
Why
is this important?
Schools were never made with differences in mind.The solutions are focussed on "fixing" the child. The outdated education system is not working for teachers or students or parents. Those in power & making decisions have no understanding of the cause of the "problems". This misunderstanding is actively causing lifelong mental health problems. To create solutions that work we need to shine a light on the causes and you have so many examples to share.
How
can we change it?
Share your stories, make your experience matter. Question what SENDism looks like for you? Identify if, where & how you have experienced SENDism. Educate us by explaining the impact of SENDism on you, or others. Tell us when you mask or hide & why. Share this link so others can share their stories. Help us compile meaningful statistics by completing our surveys. Join our database by signing up here
Together we are stronger, become a founding member & join our steering committee
be a regional ambassador. Lets join forces - we're reaching out to existing advocates, you can connect us with leaders in your community
Anonymous Reporting
Protecting identities allows you to be honesty without fear of repercussions or judgement
Amplifying Voices
Centralising our views amplifies
the call to understand scale, depth & commonalities.
Listening to Experiences
A space for young people & their supporters to be heard as well as have their experiences validated.
Fuelling Change
Challenging the systems and beliefs, paving the way for a Neuro-Inclusive future
Every child has a right to feel safe, supported, included, understood, respected & valued in school
but too many students, with SEN (special educational needs), the system & its supports falls short.
From prejudice systems & procedures to discriminatory practices & attitudes, the experiences of SEN children highlight deeper issues & a lack of understanding of their differences that need addressing.
The SEND a message campaign here to fight for change and put an END to SENDism.
Share your story: By anonymously sharing your personal experiences you can help us gather crucial evidence of the challenges students and SEN families face. Together we'll use this insight and your to build a powerful manifest for change, redefining equal rights, one that demands independent regulation, protective political ring-fencing, fair and humane treatment to all students, SEN representation in leadership, regular and ongoing comprehensive training for all staff as well as pupils, consistency in approach and policy application, accountability recourse in schools, a curriculum that is balanced, accessible and relatable, offer's fair means of testing knowledge, celebrates instead of punishing, teaches the skills needed to meet expectations, uses explicit language, nurtures instead of coercing, inspiring the love of learning, dispels fears of failure, allows children to be heard, builds confidence and accomplishment's, effort is recognised along side achievement, embraces uniqueness and values difference,
Lets amplify the voices of SEND families, young people and their supporters, challenge the discrimination and SEND a message to policy makers, schools and society: its time for an equitable inclusive education that understands multiple Neuro types and works for every child.
Taking 'positive action' against the bias systems & prejudice treatment of SEN students in Education
Giving a voice to young people, parents and supporters, inviting you to share your experience
Calling for participatory solutions, equitable reform and justice in the Education Systems
with your help we can end discrimination against students with SEN
Join us in making a difference, be the change makers
sendism in schools
To improve the support for children the training needs to go beyond awareness, calling for formal regulation, approval and oversight. The lack of regulation has enabled sendism to be overlooked, supported prejudice practices, left families without a voice, individuals vulnerable. It has also left teacher and support staff unfairly in the firing line as the support falls short of what's really needed. A greater understanding of those effected is vital in order to support appropriately is essential that the quality and content is co-produced with, and endorsed by, those with lived experience. It should be inclusive of suitable and appropriate representation, rooted in practical, flexible, effective and proven strategies to properly equip those on the ground providing directed support charged with meeting the complex realities of neurodivergent lives. current and consistent
Mental healthThe short term: anxiety, depression, self esteem, masking, avoiding sanctions and marginalising.The long term: sendism continues into adulthood. Needs still masked, avoiding exclusion, ridicule and judgement. Lack of belonging: no visible role models in the every day deepens shame and strips away the hope of being valued.The toll: the impact of sendism is widespread:Children off school for diagnostic assessmentsChildren off school for mental health supportChildren off school for additional unmet needsChildren off school because of the impact sendism (often called EBSA)Parents time off to support childrenParents time off for their own metal health Parents time off because of exhaustion from battling the systemParents quit jobsTeachers time off because of mental health of being NDTeachers time off because of overwhelming expectationsTeachers time off because their own needs not being metTeachers time off because of lack of appropriate supportTeachers time off because of burnoutTeachers time off because of the mental health impact of not being able to support their children in the way that they would like toTeachers time off because disenfranchised / teaching is not what they expectedwell-being has a duel cost - time off workfor recovery or therapy usingNHS resources.The economic loss is enormous: lost exceptional, intuitive, visionary skills that divergent thinkers bring.
the train stops here - all change please
To truly move forward, we need: 🔹 Reparation by acknowledgement — SENDism underpins exclusion. 🔹 Recognition by accountability — Government and public bodies must accept responsibility. 🔹 Redesign — Systems, policies and procedures must be rebuilt. 🔹 Representation led by neurodivergent voices — not imposed on them. 🔹 Re-Brand Neuroinclusion.
When authority operates on assumptions, superficial training or inherited bias, discrimination is reinforced — even with good intentions. Patching the cracks without addressing the foundations will not fix the problem. Current solutions fall short because they are built on faulty beliefs. The damage is real, widespread, but preventable.
behaviour management
reward charts
uniform
exams
expectations
physical education
dinner hall
league tables
language used
class size
building design
assumptions
school trips
break times
pace of lessons
attitudes
Mental health The short term: anxiety, depression, self esteem, masking, avoiding sanctions and marginalising. The long term: sendism continues into adulthood. Needs still masked, avoiding exclusion, ridicule and judgement. Lack of belonging: no visible role models in the every day deepens shame and strips away the hope of being valued. The toll: the impact of sendism is widespread: Children off school for diagnostic assessments Children off school for mental health support Children off school for additional unmet needs Children off school because of the impact sendism (often called EBSA) Parents time off to support children Parents time off for their own metal health Parents time off because of exhaustion from battling the system Parents quit jobs Teachers time off because of mental health of being ND Teachers time off because of overwhelming expectations Teachers time off because their own needs not being met Teachers time off because of lack of appropriate support Teachers time off because of burnout Teachers time off because of the mental health impact of not being able to support their children in the way that they would like to Teachers time off because disenfranchised / teaching is not what they expected well-being has a duel cost - time off workfor recovery or therapy usingNHS resources. The economic loss is enormous: lost exceptional, intuitive, visionary skills that divergent thinkers bring.
sendism elsewhere
panel review
GP's
court judges
specialists
experts
1. The Normative System in Education
A normative is a word used to describe behaviours or characteristics that are accepted as normal, in this context, a societal belief and a concept that sets a standard we all ought to conform to. Mainstream education in the UK was formalised through the 1988 Education Reform Act, which introduced the National Curriculum. Originally designed so all children could learn the same content at the same pace. It used, what was considered at the time, a typical / normal student profile and with this understanding created multiple normative-based systems in and around education. Although the curriculum has been revised over time, this typical student profile remains central in its design and this normative lens shapes everything in education: from curriculum and exam design to expectations and school rules, policies and practices. Still today the normative lens heavily influences (directly and indirectly) the attitudes of people who use, manage, develop existing systems and design new ones.
2. Student Expectations
These systems are made for the normative (NeuroTypical) student, which means the normative (NeuroTypical) students can consistently and easily meet academic, social and behavioural standards that align with the normative (NeuroTypical) expectations of their normative (NeuroTypical) peers. The normative (NeuroTypical) student can easily attend school, consistently receive good enough grades, attends classes without distress, easily complete assignments and on time, easily follows classroom rules, behave in a neurotypical way, is seen by neurotypical adults as cooperative, they understand the neurotypical school rules, they don't question authority or rules, easily participating in team sports, enjoys attending neurotypical social events, joins in recreational and extracurricular activities. All performed in a way that’s considered normal and desirable by teachers, administrators and examiners.
3. It sets SEND Students up to fail
As those in power only look through a Neurotypical lens, to themselves their systems, standards and expectations are thought to be fair, realistic and achievable, however a SEND child will consistently struggle to conform with expectations that don't consider their differences. This is why disciplining never really works and why their reactions may appear disproportionate to a neurotypical's, it's because it's not just hard, it's unfair. Measuring a neurodivegent by neurotypical standards is setting them up to fail, sending a clear message: they're not good enough. If there is compliance, it will always come at a cost of significant discomfort or distress. Those children that cannot comply, or are viewed as defiant by refusing to comply, are repeatedly disciplined, statistically and consistently - the majority that are disciplined are SEND students.
4. Neurodivergence and Systemic Discrimination
Backed by neuroscience and retold by lived experience, these SEND children (and adults) are not Neurotypical — they are Neurodivergent. As such, their interactions, interpretation, communication and processing of information, people and the surrounding environment differ from the normative or Neurotypical.This means the societal constructs in its creation that were intended to be for “everyone” — therefore all neurotypes — in fact only considered one neurotype (Neurotypical) in its overall design. It does not work and will never work for everyone because a Neurotypical student is not everyone — possibly not even a majority.It will never work for every neurotype because those making decisions on behalf of Neurodivergent people are making those decisions from a Neurotypical perspective. This approach will never resolve what is considered (by Neurotypical people) to be the problem. The problem is NOT a problem of the child — but a problem of a system that only works for Neurotypical children. It is a system that is causing impairment, psychological harm, disability and vulnerability, rendering tokenistic ‘reasonable adjustments and accommodations’ to be woefully inadequate.
5. A Widespread Crisis of Understanding
This factor is a monumental failure that widely contributes to the systemic discrimination found in education, medical, mental health support, the workplace and social spaces. In school, it specifically disadvantages SEND children through biased expectations, curriculum, exams, learning and mental health. Global, confirmed by lived experience and backed by neuroscience, there are multiple neurotypes aside from Neurotypical and this has been common knowledge for many years. This means not only is the entire education system prejudiced and institutionally discriminatory against people with special educational needs and disabilities but it also explains why parents are commonly dismissed or gaslit by the schools, professionals and services we turn to for help and try to appeal against.Embedded in the very systems responsible for supporting, protecting and safeguarding: Central Government • Local Authorities • CAMHS • Ofsted • Social Services • GP’s • Police
6. The Normative Outside of Education
The normative in medicine is an essential one however without the acknowledgement of differeing neurotypes and the understanding that their experiences vastly differ from the neurotypical the medical world will continue to fail neurodivergent individuals. It is essential that medical practitioners and the misunderstanding of neurodivergent differences to the neurotypical normative....by making comparisons as if they are equal starting points woefully places neurodivergent individuals not just at a disadvantage but potentially dangerously at risk
The Cost of sendism
Currently central government, local authorities and support agencies for special educational needs are actively able to circumvent the law and avoid their mandated duties relying on parents having no more energy to fight as a cost saving exercise. Those in power are FULLY aware of it and yet no-one is upholding the law.
Mental health: sendism continues into adulthood. Needs still masked, avoiding exclusion, ridicule and judgement. Lack of belonging: no visible role models in the every day deepens shame
Little hope: of being valued or positive change
Short term:
Long term: mental health issues are compounding and accumulative
The toll: the impact of sendism is widespread and crosses every section of society globally:
any age, gender, sex, race, religion, culture, ethnicity and ability:
Their solutions don't work because they don't understand the problem. Those wrong fixes are actively causing harm, costing the economy more every year, limiting the workforce talent pool, restricting contributions and creating unnecessary problems in society which in turn affect everyone.
CHILDREN
Children off school for
Diagnostic assessments
Mental health support
Additional unmet needs / secondary conditions
The impact sendism (often called EBSA)Parents time off to support children
PARENTS
Parents time off for
their own metal health
Exhaustion from battling the system
Forced to quit jobs
TEACHERS
Teachers time off because of
mental health of being ND
unrealistic expectations
their own needs not being met
lack of appropriate support
burnout
stress of not being able to support their children in the way that they would like to
disenfranchised
teaching is not what they expected
well-being has a duel cost - time off workfor recovery or therapy usingNHS resources.
The economic loss is enormous: lost exceptional, intuitive, visionary skills that divergent thinkers bring.
what does everyday SENDism look like?
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Behaviour policy in practice
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Wording choice in exam questions
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Assumptions and beliefs
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Communication
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Minimising of % of young people
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Sciolism
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Unfair expectations of teachers
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Teachers Time
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Curriculum subjects / choices / mandatory
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Time to reflect / discuss / research
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Sensory overload
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Dysregulation
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Processing Speed
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Fine Motor Skills
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Social Communication Differences
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Hyperfocus
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Impulsive
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Inattentive
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Strong sense of justice
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Rejection sensitivity
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Skin sensitivity
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Smell Sensitivity
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Sight Sensitivity
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educating
In school, in work, in society, in life.
Improving outcomes for children and adults.
Fuelling positive actions to achieve Neuro-Inclusion.
Evidencing unseen barriers to a fair & accessible education.
Amplifying voices of students, parents, teachers, specialists and advocates.
Galvanising those in power to overhaul the systems and supports for people with SEND
schools were never made with differences in mind
Neuro-Developmental Differences
Confirmed by Neuro-Science
Disabled by the System
common discriminatory practices, never challenged by those in power
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Autism: challenges with (neurotypical) social cues. Forced to participate in team sports or games or group tasks in lessons, often excruciating. No alternative offered and no understanding of its impact.
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ADHD: difficulty with organisation, time management and sustained attention, yet regularly sanctioned for being disorganised, late and not paying attention. No empathy or offering of skills development.
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Dyslexia: commonly struggles with spelling, yet even with a diagnosis they are still penalised for it in national exams as per JCQ. If dyslexia were a physical disability this known dismissal would be flagged as unlawful.
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Dyscalculia: known difficulties with numbers, ordering and sequencing, yet even if severe often entered for mainstream maths, failure endured, made to resit, before offering alternatives accepted by 6th form or Uni's.
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Dyspraxia: significant challenges with coordination and motor skills, uncomfortably forced to participate in games requiring these very skills. No understanding of its impact or offering alternatives without shaming.
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Dysgraphia: significant challenges with writing speed, letter formatting, translating thoughts into written words, misunderstood as lazy or slow or shamed for messy writing. Huge gaps in awareness in schools.
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Tourettes: or tics - involuntary movements and or noises. It's commonly assumed it's intentionally disruptive or judged as irritating, children are shamed by asking them to stop and reprimand when they don't (can't) stop.
Positive Action
we have the power to use positive action to widen opportunities
in a way that is consistent with equalities legislation
ensuring all neuro developmental differences
receive the same protections in practice
given for physical differences.
SCIOLISM
OF
S.E.N.D.
SCIOLISM: noun [mass noun] the assumption of knowledge or having superficial knowledge of something by an individual, system or institution
IMPACT
Students:
-
are not properly understood
-
needs are not met
-
not supported adequately
-
distrust in the system and the process
-
internalise shame and stigma
-
are told they are the problem
Parents:
-
are gaslit & dismissed
-
often left frustrated and angry
-
remove their children from school
-
are taxpayers - school is not free
Teachers:
-
training is woefully inadequate
-
support tools are limited
-
can't deliver their mandate
-
feel overloaded and undervalued
-
aren't just teachers anymore
Economic:
-
employees take additional sick leave
-
OUTCOMES
Young People:
-
respond with maladaptive behaviours
-
suffer from negative coping strategies
-
develop mental health issues
-
require specialist support
-
loose faith in their abilities
-
develop changes in brain structure
Parents:
-
pay for private assessments
-
may have to quit their jobs
-
income cut without choice
-
develop mental health conditions themselves
-
seek therapies to repair the damage
-
apply for EHCP's as school funding is cut
Teachers:
-
job satisfaction has plummeted
-
burnout drives up sick days
-
hide their own neurodivergence
-
may quit their jobs
Economic:
-
Funding to repair the damage
-
Less young people in the talent pool
-
Loss of employees
-
Less able to contribute to the economy
SHOW & TELL
We need fair representation in school
SCIOLISM
OF
S.E.N.D.
SCIOLISM: noun [mass noun] the assumption of knowledge or having superficial knowledge of something by an individual, system or institution
IMPACT
Students:
-
are not properly understood
-
needs are not met
-
not supported adequately
-
distrust in the system and the process
-
internalise shame and stigma
-
are told they are the problem
Parents:
-
are gaslit & dismissed
-
often left frustrated and angry
-
remove their children from school
-
are taxpayers - school is not free
Teachers:
-
training is woefully inadequate
-
support tools are limited
-
can't deliver their mandate
-
feel overloaded and undervalued
-
aren't just teachers anymore
Economic:
-
employees take additional sick leave
-
OUTCOMES
Young People:
-
respond with maladaptive behaviours
-
suffer from negative coping strategies
-
develop mental health issues
-
require specialist support
-
loose faith in their abilities
-
develop changes in brain structure
Parents:
-
pay for private assessments
-
may have to quit their jobs
-
income cut without choice
-
develop mental health conditions themselves
-
seek therapies to repair the damage
-
apply for EHCP's as school funding is cut
Teachers:
-
job satisfaction has plummeted
-
burnout drives up sick days
-
hide their own neurodivergence
-
may quit their jobs
Economic:
-
Funding to repair the damage
-
Less young people in the talent pool
-
Loss of employees
-
Less able to contribute to the economy
SHOW & TELL
We need fair representation in school