Every school, health setting, social worker and community support worker will:

• Have a supportive ethos and environment which promotes neurodiversity
• Have clear processes in place to:
  • capture each child and young person’s voice
  • respond to concerns raised by parents/carers/children and young
    people/professionals
• Involve parents, discuss barriers to learning and share strategies/training for parents to
  understand neurodiversity
• Share appropriate information with partners as part of a multi-disciplinary team approach to
  understand the child/young person’s strengths and needs
• Have systems in place to review whether an environment is ‘neurodiverse friendly’ and
  make reasonable adjustments as necessary
• Have systems to implement a whole school/setting/workplace approach
• Provide opportunities for all workforces to audit the key skills and knowledge needed to
  support the neurodiverse needs of children and young people
• Provide training for all staff to develop understanding and confidence around supporting
  neurodiverse needs that is relevant to their role
• Support parents/carers and professionals by signposting to resources and sources of
  information
• Adapt teaching and learning styles (e.g., online vs face to face). Wider theories of
  neurodivergence suggests monitoring students’ progress and adapting to their preferred
  approaches for future lessons accordingly.