Charting a Neuroinclusive Future: Why Does Systemic Change Start with Education?
- Liz Day
- Jan 15
- 3 min read
Despite years of policy reform, well‑intentioned strategies and passionate professionals, inclusion in education is still not working as well as it should. For many neurodivergent children and young people, the system continues to be something they must survive rather than thrive within. The consequences of this failure are profound, often affecting mental health, self‑esteem, educational outcomes and long‑term life chances.
At Collectively Diverse, we believe that meaningful inclusion requires more than surface‑level adjustments. It demands systemic change, grounded in evidence, lived experience and a genuine commitment to understanding neurodiversity.
A powerful conversation on SENDcast
This belief was at the heart of a recent episode of SENDcast – Charting a Neuroinclusive Future: Why Systemic Change Starts with Education. The episode brought together a record number of guests, with five members of the Compass Panel joining host Dale Pickles for a rich, honest and wide‑ranging discussion.
The panel featured:
Victoria Bagnall
Dr Helen Ross
Fintan O’Regan
Pete Jarrett
Guiding this energetic conversation was Dale Pickles, who jokingly described the recording process as “herding kittens” – a testament to both the passion in the room and his skill as a host.
🎧 Watch the full episode here:https://youtu.be/vyWajM8N4sQ
Why is inclusion in education under strain?
The discussion explored a shared concern: while the language of inclusion is widely used, the reality for many neurodivergent learners tells a different story. Rising exclusion rates, increasing school‑based anxiety and growing pressure on families all point to deeper systemic issues.
Too often, neurodiversity is viewed through a deficit lens, with systems designed around narrow definitions of success, behaviour and achievement. When children and young people do not fit these models, the burden is placed on them to adapt, rather than on the system to change.
The panel reflected on how this approach not only fails learners but also contributes to staff burnout, fractured relationships with families and missed opportunities for early, preventative support.
From aspiration to everyday reality
A key theme of the episode was the need to move inclusion from an aspiration to an everyday lived experience in schools and wider education settings. This requires:
A stronger understanding of neurodiversity and how it shows up differently for each individual
Mental health literacy for staff and leaders, recognising the close link between unmet needs and wellbeing
Evidence‑informed practice rather than reactive, short‑term fixes
Systems that value flexibility, compassion and collaboration
Importantly, the conversation focused on what can change. Practical adjustments, relational approaches and whole‑system thinking were highlighted as powerful tools for creating environments where neurodivergent learners feel understood, safe and able to flourish.
The role of systemic change
True inclusion cannot rely solely on individual educators working harder within broken systems. As the panel discussed, systemic change in education is essential, from policy and funding decisions through to school culture and accountability measures.
When systems are designed with neurodivergent learners in mind, everyone benefits. Inclusive education supports not only academic outcomes but also long‑term wellbeing, belonging and participation in society.
Working together for a neuroinclusive future
The Compass Panel exists because no single voice or profession holds all the answers. By bringing together diverse expertise and lived experience, the panel supports schools, organisations and communities to think differently about inclusion, education and neurodiversity.
At Collectively Diverse, this aligns closely with our work delivering:
Neurodiversity and inclusion training
Mental Health Literacy and Mental Health First Aid
Keynote speeches and workshops
Consultancy to support sustainable, system‑wide change
Join the conversation
If you are an educator, leader, organisation or policymaker committed to improving inclusion in education, we encourage you to watch the episode and reflect on what systemic change could look like in your context.
🎧 Watch SENDcast – Charting a Neuroinclusive Future: https://youtu.be/vyWajM8N4sQ
A neuroinclusive future is possible, but only if we are willing to look honestly at what isn’t working and work collectively to do better.
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