Neurodiversity Celebration Week 2026
At The Lyceum, we are proud to be a community where everyone is welcomed, valued, and encouraged to be themselves. We believe that every person has unique strengths and the potential to shine when given the right opportunities and support, and this belief shapes everything we do.
Neurodiversity Celebration Week is a chance to celebrate the many different ways our brains work. It reminds us that our differences make our community stronger and inspires us to keep building a world that is more understanding, inclusive, and accessible for all.
Here is SENDCo Clare Machado, talking about how important it is and easy it can be to support those with neurodivergent profiles, both in the classroom and beyond.
What is meant by the term ‘neurodiversity’?
Neurodiversity is really just the understanding that there isn’t one single right way for a brain to work.
We all think, learn and experience the world differently — and those differences are a natural part of being human.
It includes things like autism, ADHD and dyslexia, and each of those brings strengths as well as challenges.
For me, it’s about shifting the question from “How do we fix this child?” to “How do we create an environment where this child can thrive?”
What does celebrating neurodiversity look like at The Lyceum?
In our school, celebrating neurodiversity means that difference is understood and respected — it’s not something that sits on the edge.
You’ll see adaptive teaching, visual supports, and a flexible approach to behaviour. We recognise that behaviour often communicates a need.
We talk openly with children about difference, so inclusion isn’t just something adults manage — it becomes part of our culture.
For instance, each classroom has its own ‘Calm Box’, which provides all children with practical tools to help them focus and regulate. The contents of each box include:
- Fidget toys or resistance bands – For some children, concentrating actually means moving, so something like this can really help focus rather than distract from it.
- Noise defenders – For others, it’s about reducing noise, so the classroom doesn’t feel overwhelming.
- Laptop – Sometimes typing is easier than handwriting, so ideas aren’t limited by motor skills or spelling difficulties.
- Writing slope – This can support posture and reduce fatigue. Small adjustments can make a big difference.
- Mindful colouring book – And sometimes a child just needs a moment to reset. Something calming like this helps them regulate and come back ready to learn.
Inclusion isn’t about treating everyone the same. It’s about making sure every child has what they need to succeed.
What are three things everyone can do in everyday life to celebrate and support neurodiversity?
First, assume difference rather than defiance. If someone reacts in a way you don’t expect, pause and think, “What might be going on here?”
Second, adjust the environment where you can. Clearer instructions, a bit more time, or reducing noise, to name a few. Small changes for you can have a big impact for someone else.
And third, notice strengths. Every neurodivergent profile comes with strengths, and when we name those, confidence grows.
So my main advice is to listen more, judge less, and adapt when you can.
Neurodiversity isn’t just about support plans or paperwork — it’s about culture.
When a school truly understands neurodiversity, it benefits every child, not just those with identified needs. Inclusive practice improves teaching for everyone.
And when children grow up in environments where difference is respected, they carry that respect with them into the wider world.
